@Preamble{
"\hyphenation{ }" #
"\ifx \undefined \circled \def \circled #1{(#1)}\fi" #
"\ifx \undefined \reg \def \reg {\circled{R}}\fi" #
"\ifx \undefined \TM \def \TM {${}^{\sc TM}$} \fi"
}
@String{ack-nhfb = "Nelson H. F. Beebe,
University of Utah,
Department of Mathematics, 110 LCB,
155 S 1400 E RM 233,
Salt Lake City, UT 84112-0090, USA,
Tel: +1 801 581 5254,
e-mail: \path|beebe@math.utah.edu|,
\path|beebe@acm.org|,
\path|beebe@computer.org| (Internet),
URL: \path|https://www.math.utah.edu/~beebe/|"}
@String{j-SIGCSE = "SIGCSE Bulletin (ACM Special Interest Group
on Computer Science Education)"}
@String{pub-ACM = "ACM Press"}
@String{pub-ACM:adr = "New York, NY 10036, USA"}
@Article{Bedy:2000:VSM,
author = "Michael Bedy and Steve Carr and Xianlong Huang and
Ching-Kuang Shene",
title = "A visualization system for multithreaded programming",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "1--5",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331798",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hung:2000:IVI,
author = "Ted Hung and Susan H. Rodger",
title = "Increasing visualization and interaction in the
automata theory course",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "6--10",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331800",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we describe how to increase the
visualization and interaction in the automata theory
course through the use of the tools JFLAP and
P{\^a}t{\'e}. We also describe new features in these
tools that allow additional visualization and
interaction. New features in JFLAP include the addition
of regular expressions and exploring their conversion
from and to nondeterministic finite automata (NFA), and
increasing the interaction in the conversion of
automata to grammars. New features in P{\^a}t{\'e}
include the display of a parse tree while parsing
unrestricted grammars, and improved interaction with
parsing and the transformation of grammars.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kaplan:2000:CVT,
author = "Alan Kaplan and Denise Shoup",
title = "{CUPV} --- a visualization tool for generated
parsers",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "11--15",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331801",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Compiler projects frequently use parser generators to
help students design and construct non-trivial
translators. Unfortunately, the code and data
structures produced by such generators, and hence the
overall parser, can be difficult to understand and
debug. In this paper, we present an extendible and
flexible tool for visualizing the operation of
generated parsers. The objective of this tool is to
provide students with a deeper understanding of parsing
algorithms, data structures and techniques.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Levitin:2000:DAA,
author = "Anany Levitin",
title = "Design and analysis of algorithms reconsidered",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "16--20",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331802",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The paper elucidates two views (models) of algorithmic
problem solving. The first one is static; it is based
on the identification of several principal dimensions
of algorithmic problem solving. The second one is
dynamic, i.e., it catalogs main steps in the process of
solving a problem with a computer. The models are used
to identify several important issues in teaching design
and analysis of algorithms and to suggest ways of
rectifying the shortcomings identified.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nguyen:2000:DPL,
author = "Dung Nguyen and Stephen B. Wong",
title = "Design patterns for lazy evaluation",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "21--25",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331803",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We propose an object-oriented (OO) formulation and
implementation of lazy/delayed evaluation by reusing
and extending an existing linear recursive structure
(LRS) framework with the help of the strategy,
decorator and factory design patters. The result is a
robust, flexible framework that can handle both
infinite and finite lists and to which existing
algorithms for finite lists can be applied without
modification. The OO techniques used to develop this
model are effective tools for teaching abstraction and
design of data structures.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Aharoni:2000:CES,
author = "Dan Aharoni",
title = "{Cogito, Ergo sum!} cognitive processes of students
dealing with data structures",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "26--30",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331804",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A research that has just recently been finished,
investigated thinking processes that occur in the minds
of students dealing with data structures. The research
findings are pointed out in this paper, and two of them
are elaborated. One is the phenomenon of
programming-context thinking. This type of thinking
stems from comparatively low level of abstraction
gained by students in a data structures course.
Programming-context thinking is the cause of other
phenomena found in the research, and one such
phenomenon --- perception of a data structure as static
or dynamic --- is also elaborated. Implications for
data structures instruction are discussed. Apart from
presenting the research results, this paper serves as
an example of cognitive research --- a kind of research
that is still not broadly enough done in Computer
Science Education. It is one purpose of this paper to
manifest the need for more such research.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Merzbacher:2000:TDM,
author = "Matthew Merzbacher",
title = "Teaching database management systems with {Java}",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "31--35",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331806",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present a multi-phase programming project, in Java,
for an upper-division database course. The project
parallels a modest reordering of the traditional
classroom presentation of database management. In
addition to illuminating theoretical concepts, the lab
provides a capstone experience for an undergraduate
computer science degree.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Robbert:2000:EVP,
author = "Mary Ann Robbert",
title = "Enhancing the value of a project in the database
course",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "36--40",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331807",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Data management is a crucial issue for the new
millennium. A database course can reflect current
issues and new technologies plus teach the basic
concepts through the use of a multiple component
project and reflection. This paper describes a
methodology to expose students to the dynamics of a
database environment and teach them to tract
theoretical principles from their experiences.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Springsteel:2000:NDD,
author = "Frederick Springsteel and Mary Ann Robbert and
Catherine M. Ricardo",
title = "The next decade of the database course: three decades
speak to the next",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "41--45",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331808",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Last year at SIGCSE'99, for the first time in recent
memory, a Birds-of-Feather (BOF) session for Database
educators was held. As some attendees noted, there had
not been a Database education paper accepted for that
or the previous SIGCSE meetings, although there had
been three [??page image truncated??] 1997 [12]. From
about two dozen educators, ``meta-data'' or data about
many aspects of their courses were discovered. Few had
paid any attention to ACM/IEEE's curriculum '91 when
designing their courses to fit late-century students'
needs. This expository paper examines, first, what was
the state of the Database course near the end of the
20$^{th}$ century, as background to a discussion of
what should or will be the near-term future of the
(first, undergraduate) Database course. From data
gathered mostly at the BOF and some later by email, we
found the following ``state of the course,'' 1998-99.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cunningham:2000:PCC,
author = "Steve Cunningham",
title = "Powers of 10: the case for changing the first course
in computer graphics",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "46--49",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331809",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The growing maturity of computer graphics technology
now makes it possible to view the introductory graphics
course in a general computer science curriculum in a
new light. Instead of requiring highly specialized
techniques and a great deal of mathematics before a
student can produce significant work, the course can
now be built around generally-accepted standard
graphics standard APIs. This opens the door to making
computer graphics available to a wider audience and
moves the introductory computer graphics course in
exciting new directions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sorkin:2000:CDI,
author = "Sylvia Sorkin and Barbara Mento and Donna Tupper and
Kathleen Harmeyer",
title = "Curriculum development in {Internet} and multimedia
technology",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "50--54",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331811",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Employers in business, entertainment, and education
seek employees to help them meet the demands for
web-based interactive technologies. This paper
describes a thirty-credit, community college
certificate program in Internet and Multimedia
Technology (I/MMT), and plans to expand it to an
associate's degree program. Detailed descriptions of
two courses, Multimedia Authoring I and Internet
Programming, central to the program are provided. The
program immerses students in a technology-rich
environment for their general education courses, and
provides internships with local multimedia and web
firms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lemmen:2000:IUP,
author = "Karel Lemmen and Fred Mulder and Wim Smit",
title = "An innovative university program on management and
{ICT}",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "55--59",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331812",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In the mid nineties the idea came up to introduce a
University program on information and communication
Technology (ICT) and management aspects as a unique
operative project of the Open University of the
Netherlands, together with some colleges of higher
Professional education and other universities in the
Netherlands. The program is meant to meet the growing
demand for people mastering the mixture of ICT and
management. It aims at a specific target group of
students, extremely experienced professionals who have
already finished a higher professional education
program in informatics. Through the so-called MICT
program they can extend and upgrade their management
{\&} ICT knowledge, which effort --- after successful
completion --- is leading to a higher university
degree. In this paper we will describe the philosophy
behind the MICT program and its contents. Also we will
discuss its position as a university program and some
of the results that have emerged to date.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hartley:2000:AYM,
author = "Stephen J. Hartley",
title = "``{Alfonse}, you have a message!''",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "60--64",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331813",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Synchronization of multiple threads in a Java program
using the built-in features of the language has serious
pitfalls for the programmer, particularly if a thread
is interrupted while waiting inside a monitor. These
concerns have lead to a movement to avoid Java monitors
altogether and use message passing instead. This paper
visits the field of concurrent programming to show that
replacing all Java monitors with message passing is an
overreaction to these problems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adams:2000:PCS,
author = "Joel Adams and Chris Nevison and Nan C. Schaller",
title = "Parallel computing to start the millennium",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "65--69",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331815",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe the experience of three undergraduate
computer science programs offering courses on parallel
computing. In particular, we offer three different
solutions to the problem of equipping a lab and discuss
how those solutions may impact the content of the
course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McDonald:2000:TPA,
author = "Chris McDonald and Kamran Kazemi",
title = "Teaching parallel algorithm with process topologies",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "70--74",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331816",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Parallel algorithms are often introduced to students
by describing the geometric topologies formed by
communicating processes and often the geographic
relationships between them. However, the two most
common message passing environments used in teaching,
PVM and MPI, each provide only rudimentary support for
the specification and execution of process topologies.
There is a strong need for better syntactic and
semantic support for process topologies in these
environments, so that students may concentrate on the
algorithms being studied, and not have to wrestle with
the environments' infrastructure. This paper first
motivates, and then describes the use of additional
support within PVM and MPI which addresses this need.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Buck:2000:DEC,
author = "Duane Buck and David J. Stucki",
title = "Design early considered harmful: graduated exposure to
complexity and structure based on levels of cognitive
development",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "75--79",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331817",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We have recognized that the natural tendency to teach
according to the structure of one's own understanding
runs contrary to established models of cognitive
development. Bloom's Taxonomy has provided a basis for
establishing a more efficacious pedagogy. Emphasizing a
hierarchical progression of skill sets and gradual
learning through example, our approach advocates
teaching software development from the inside/out
rather than beginning with either console apps or
monolithic designs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Proulx:2000:PPD,
author = "Viera K. Proulx",
title = "Programming patterns and design patterns in the
introductory computer science course",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "80--84",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331819",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We look at the essential thinking skills students need
to learn in the introductory computer science course
based on object-oriented programming. We create a
framework for such a course based on the elementary
programming and design patterns. Some of these patterns
are known in the pattern community, others enrich the
collection. Our goal is to help students focus on
mastering reasoning and design skills before the
language idiosyncrasies muddy the water.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reges:2000:CRJ,
author = "Stuart Reges",
title = "Conservatively radical {Java} in {CS1}",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "85--89",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331821",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Java is fast becoming the language of choice in CSI,
but we have yet to figure out how to take full
advantage of it's special features. The conservatives
teach the old course in Java syntax. The radicals
restructure the course to include Graphical User
Interfaces (GUIs) and concurrency. I prefer a
``conservatively radical'' middle ground where I use
modern GUI programs to teach the old course concepts. I
write GUI/concurrent code and ask my students to
complete the program by supplying a particular class or
two. Thus, they work on interesting problems without
having to understand the details of how my code works.
And in the process, they get a practical introduction
to the modern programming experience of writing a small
piece of a much larger program, allowing me to
emphasize abstraction early.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Vaughn:2000:AST,
author = "Rayford B. {Vaughn, Jr.}",
title = "Application of security to the computing science
classroom",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "90--94",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331822",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The author of this paper was a practicing security
professional for over ten years in government and
industry before accepting a position in academia where
he now teaches software engineering and computer
security topics in graduate and undergraduate level
programs. Lessons learned in the transition are
presented along with some insights with respect to the
depth and breath that today's computer science student
is exposed to with respect to INFOSEC topics. A
recommendation for incorporating computer security
training into modern day computer science programs is
provided",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Siegel:2000:IIA,
author = "Eric V. Siegel",
title = "{Iambic IBM AI}: the palindrome discovery {AI}
project",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "95--99",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331823",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, I describe an AI laboratory assignment
in which students implement standard search techniques
and explore heuristic measures of their own design for
a palindrome discovery system. The system successfully
derives palindromic sequences of words, many of which
are meaningful, and achieves what is to the author's
knowledge the first automatic generation of
palindromes. Code is made available to students which
implements the state space for palindrome search. This
makes a large-scale problem accessible to introductory
AI students by harnessing their knowledge of natural
language. Students were motivated by the intrigue of
discovering new palindromes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Congdon:2000:MLL,
author = "Clare Bates Congdon",
title = "Machine learning in the liberal arts curriculum",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "100--104",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331824",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Machine learning is typically considered a
graduate-level course with an artificial intelligence
course as a prerequisite. However, it does not need to
be positioned this way, and in the liberal arts
curriculum in particular, there are advantages to
offering this course to undergraduate students. An
undergraduate course in machine learning is easily and
naturally structured to introduce research concepts and
to work within a research paradigm. It also introduces
the use of statistics, reflected both in the machine
learning systems studied and in the experimental
methodology. Furthermore, it allows for an
interdisciplinary perspective, as students can be
encouraged to work on problems from other departments
in the college. This paper describes the benefits of
offering such a course and outlines a course structure
and resources for doing so.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cheatham:2000:WBL,
author = "Thomas J. Cheatham",
title = "A {Web}-based lab manual for {CS 1}: an experiment",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "105--108",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331828",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "No one can deny the impact the web is having on
education. Computer Science education is no exception.
Computer literacy classes now include units on web
surfing and personal web page creation [6]. Data
structures students have web tools for viewing
algorithms and dynamic data structures [2, 4-5].
Computer graphics students have 2D and 3D visualization
tools [7], and database students learn to access remote
databases using ODBC or JDBC over the web [1]. Special
courses in web technologies are being added to the
curriculum in many departments [3]. It is only natural
for a laboratory manual for Computer Science 1 to be
presented as an interactive web document.
Pedagogically, how does such a laboratory manual
compare with the traditional hard-copy manual? What are
its strengths and weaknesses? Which approach do
students prefer? We sought to answer these and other
questions from our empirical study of Computer Science
I students. The results of the study and the lessons
learned will be described in this article.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Naps:2000:JEA,
author = "Thomas L. Naps and James R. Eagan and Laura L.
Norton",
title = "{JHAV{\'E}} --- an environment to actively engage
students in {Web}-based algorithm visualizations",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "109--113",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331829",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe JHAV{\'E} (Java-hosted
Algorithm Visualization Environment), a client-server
environment for delivering algorithm visualizations
over the Web. The first section of the paper briefly
summarizes prior research by a variety of investigators
into the pedagogical effectiveness of algorithm
visualization (AV). The design goals of JHAV{\'E} are
then placed in the context of this research. After a
discussion of some technical details of the JHAV{\'E}
architecture, we present two examples of algorithms
depicted in JHAV{\'E}. The results of students'
exploring these algorithms with JHAV{\'E} are analyzed.
We close with a discussion of the general conclusions
reached from our current work and future directions in
which it may lead.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Robbins:2000:RLJ,
author = "Steven Robbins",
title = "Remote logging in {Java} using {Jeli}: a facility to
enhance development of accessible educational
software",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "114--118",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331830",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The combination of Java and the World Wide Web has
opened up new opportunities for teaching at all levels.
It is now possible to assume that all students in a
class have access to the web through a browser that
supports the Java language and a standard subset of the
GUI API. One of the drawbacks of using Java through a
browser is the lack of a standardized safe way for a
Java applet to access resources on the local machine.
Security measures prevent the applet from storing
information generated by the applet on the local
machine. The Jeli package contains a logging facility
that allows an applet to store files either locally (if
permitted) or on the server from which the applet was
loaded. Jeli logging makes it significantly easier for
instructors to develop applets that can permanently
store information generated by user interaction with
the application. The log can then be used by the
student for study or the instructor for grading.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Michael:2000:FAC,
author = "Mark Michael",
title = "Fostering and assessing communication skills in the
computer science context",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "119--123",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331834",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In accord with a college-wide assessment program at
the author's institution, a required major course
approximately midway through a student's college career
forms the matrix for an intensive project which both
develops and evaluates the student's communication
skills in discipline-specific ways. For Computer
Science majors, the project is a component of a
junior-level Advanced Object-Oriented Programming
course. Though centered about a semester-long
programming project, it involves expectations,
guidance, and feedback beyond what is traditional. This
assessment instrument has a minimal impact on class
time and course content, substantial impact on faculty
and student effort, and tremendous impact on
learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gabbert:2000:EUP,
author = "Paula Gabbert and Kevin Treu",
title = "Experiments with the use of popular press in the
computer science curriculum",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "124--128",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331839",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "With the objective of encouraging and supporting more
critical thinking about broad issues of computer
science throughout the curriculum, we propose the
widespread use of popular press (non-academic) books as
supplemental texts for a variety of courses. Our
hypothesis is that such books, which address topics
including the history, current issues, and future
implications of computing technology, as well as
ethical issues, technical details and even fictional
treatments, can greatly contribute to a student's
education in a variety of courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clark:2000:GPT,
author = "Martyn Clark",
title = "Getting participation through discussion",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "129--133",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331841",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Student participation is a vital component of any
taught course. Where the course is concerned with the
learning and teaching of theories and concepts, as
opposed to skills and experiences, the key activity in
which students can participate is discussion. In large
classes it is impossible for teachers to engage every
student in discussion but they can talk to each other.
This paper relates one teacher's experience over two
years of trying to encourage students to discuss
concepts such as systems and information using
electronic bulletin boards. The paper focuses on how
the exercise has evolved over time in response to
reflection on experience and suggests some guidelines
for making a success of this type of exercise.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2000:EUA,
author = "Guido R{\"o}{\ss}ling and Bernd Freisleben",
title = "Experiences in using animations in introductory
computer science lectures",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "134--138",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331842",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Algorithm animation has received much interest over
the last few years. In this paper, we discuss the
experiences gained in integrating animations into
introductory computer science courses with large
audiences of more than 200 students. After providing a
short introduction to the animation tool we developed,
we describe why and how we used animations in our
lectures and present some example animations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bridgeman:2000:PIT,
author = "Stina Bridgeman and Michael T. Goodrich and Stephen G.
Kobourov and Roberto Tamassia",
title = "{PILOT}: an interactive tool for learning and
grading",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "139--143",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331843",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe a Web-based interactive system, called
PILOT, for testing computer science concepts. The
strengths of PILOT are its universal access and
platform independence, its use as an algorithm
visualization tool, its ability to test algorithmic
concepts, its support for graph generation and layout,
its automated grading mechanism, and its ability to
award partial credit to proposed solutions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fekete:2000:SRI,
author = "Alan Fekete and Judy Kay and Jeff Kingston and Kapila
Wimalaratne",
title = "Supporting reflection in introductory computer
science",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "144--148",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331844",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Educational theory suggests that student learning is
enhanced when students pay attention to their own
learning. In this paper, we describe a range of
innovative techniques that we use to encourage students
to reflect on the state of their knowledge, and on the
process by which they acquire it. Examples include
providing web-based arrangements for students to
practice assessing material based on the criteria we
use in marking, and allocating marks in assessment for
reflective writing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Greening:2000:PSR,
author = "Tony Greening",
title = "Pedagogically sound responses to economic
rationalism",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "149--156",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331845",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Economic rationalism, which rests decision-making
power with market forces, has established a ubiquitous
presence on a global scale. Certainly, educational
administrators are feeling the effects of economic
rationalist policies and in turn make managerial
decisions that reflect this essence to the practising
academic and, ultimately, to the classroom. The effect
is often one of despair. Teaching --- long pitted
against other roles of the academic, such as research
--- now faces additional threats from the pressures to
operate in this environment, often regarded as
antagonistic to the traditional values of liberal
university education. This paper discusses the nature
of economic rationalism using the Australian context as
an example, and presents some means by which teaching
in computer science may respond to this threat in
pedagogically sound ways. Such negotiations are
essential in approaching a future for CS education in
which this policy context is almost guaranteed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sobel:2000:ERS,
author = "Ann E. Kelley Sobel",
title = "Empirical results of a software engineering curriculum
incorporating formal methods",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "157--161",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331846",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A three year study of integrating formal methods into
the undergraduate software engineering curriculum of
the Systems Analysis Department of Miami University was
recently completed (NSF Educational Innovation Program
CDA-9522257). Formal analysis skills were added to the
curriculum to address the concern that the discipline
of software engineering education lacks sufficient
emphasis on mathematics and engineering science. A
presentation of the six courses chosen for integration
of formal analysis is given. The empirical data which
directly compares the problem solving skills of the
formal methods and control student groups shows that
the formal methods students possess an increased level
of complex problem solving skills as well as a greater
ability to perform problem abstraction.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Concepcion:2000:AER,
author = "Arturo I. Concepcion and Nathan Leach and Allan
Knight",
title = "{Algorithma 99}: an experiment in reusability {\&}
component based software engineering",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "162--166",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331847",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper reports on our experience in achieving
reusability and using component-based software
engineering in the Algorithma 99 (Algorithm Animation)
Project. We show how we extended and reused Algorithma
98 [2] into Algorithma 99 and how we prepared
Algorithma 99 to be reused in Algorithma 2000 (to be
implemented in Winter 2000). Component-based software
engineering is not only confined to binary components,
such as COM and CORBA, but is also applicable to
software processes, architectures and design, and
object-oriented libraries.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hilburn:2000:SQC,
author = "Thomas B. Hilburn and Massood Townhidnejad",
title = "Software quality: a curriculum postscript?",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "167--171",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331848",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper addresses a central and critical issue in
the development of computer software --- its quality.
The main thesis of the paper is that computer science
faculty, in their design and implementation of
curricula, do not devote sufficient attention to
teaching their students how to develop high-quality
software. As in industry, the most common and popular
way of assuring the quality of programs is through
software testing. In other words, quality is treated as
an afterthought or as postscript in program
development. The paper presents and discusses a quality
model that can be used to incorporate a wide variety of
quality assurance techniques within a curriculum. The
model also presents a structured approach for
introducing software testing into the educational
environment. Finally, there is a discussion of how the
model has been implemented using two current software
process technologies, the PSP and the TSP.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wilkins:2000:EIT,
author = "Dawn E. Wilkins and Pamela B. Lawhead",
title = "Evaluating individuals in team projects",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "172--175",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331849",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In 1999, most computer science students participate in
at least one group project in some class prior to
graduation. However, assessing individual student
contributions to a group project is a difficult task
faced by instructors of these classes. In this paper,
we have compiled a wide range of assessment
instruments, and identified situations where they can
be effective. This paper is a compilation of potential
evaluation strategies. No comparison is made among the
many strategies nor are particular techniques ranked
above or below others. The goal is simply to provide a
wide range of potential team evaluation techniques.
Since each technique evaluates a particular
characteristic and different team project courses have
different goals it is up to the instructor to choose
the techniques that best evaluate the individual in
light of the course goals.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Andersson:2000:ESL,
author = "Roy Andersson and Torgny Rox{\aa}",
title = "Encouraging students in large classes",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "176--179",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331850",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Our experiences and results of encouraging our
students in a large CSI course to keep up with the pace
of the course at a reasonable cost for us are
presented. We have successfully managed to pinpoint
students who are about to fall into the anonymity and
passivity trap and give them the extra attention they
need to avoid the trap when they need it. Since we
managed to pinpoint the most needing students we can
give them the extra personal recognition and
encouragement they need at a very reasonable cost in
the perspective of the whole course. For the two years
we have tried our concept we can see a significant
increase in the pass rate of the final exam.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Vandenberg:2000:ICS,
author = "Scott Vandenberg and Michael Wollowski",
title = "Introducing computer science using a breadth-first
approach and functional programming",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "180--184",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331851",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present a breadth-first, lecture- and lab-based
approach to introducing Computer Science that uses
functional programming. Functional programming provides
a low-overhead introduction to programming (no types,
few constructs, and little syntax), enabling students
to write, in their first semester, programs
sophisticated enough to exemplify important concepts of
Computer Science. It also encourages good programming
style (modular design and testing, e.g.) and serves as
an introduction to an important problem-solving
paradigm. The course gives the students a broad
overview of Computer Science and helps them gauge their
interest in the field.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rasala:2000:TFY,
author = "Richard Rasala",
title = "Toolkits in first year computer science: a pedagogical
imperative",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "185--191",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331852",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Traditional first year computer science courses teach
the principles of computing using the basic features of
some chosen programming language such as C, C++, Java,
Ada, Scheme, Eiffel, etc. Abstraction and encapsulation
focus on entities such as algorithms, functions, data
structures, classes, objects, and closures that can be
built directly on top of the raw language. If a
facility such as windows and graphics is not directly
available in the language then it is not used. This
means that student exercises tend to look inward at
computer science issues rather than outward to the
exciting applications that show the breadth and power
of computing. The fundamental thesis of this article is
that teaching students in the framework of powerful
toolkits is essential to maintain student interest and
is pedagogically important precisely because toolkits
are a rich source of examples that illustrate the
principles of computation. We hope to convince computer
science faculty that the use of toolkits is imperative
in a modern first year curriculum. We will first
discuss in general why toolkits are important. We will
spice this discussion with some simple illustrations
and with references to the use of toolkits by faculty
at other institutions. We will then describe the
toolkits we have developed at Northeastern University
and explain both what they do and why they are
pedagogically valuable. We will see how toolkits enable
students to do more interesting and effective work and
how principles of design and algorithms can be
demonstrated by the key components of the toolkits. We
will conclude with some general remarks and explain why
the arguments made against toolkits do not have
sufficient weight to change our conclusions. We will
also give the web site address where our toolkits are
available.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rebelsky:2000:RWP,
author = "Samuel A. Rebelsky and Clif Flynt",
title = "Real-world program design in {CS2}: the roles of a
large-scale, multi-group class project",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "192--196",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331853",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Recent curricular recommendations (e.g., [7,9])
encourage the early and regular use of significant
group projects in the introductory computer science
sequence. In this paper, we report on a group project
that we used in two courses during the second half of
the semester. Rather than having each group work on the
same project (or even individual projects), the groups
build parts of a larger project: a distributed auction
system to be used by art shows at conventions. Students
reacted quite positively to the experience, in spite of
reporting that they spent upwards of twenty hours on
the project in many weeks. Students also learned
important software design principles from experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fleury:2000:PJS,
author = "Ann E. Fleury",
title = "Programming in {Java}: student-constructed rules",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "197--201",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331854",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Java is becoming a popular first programming language
for university students. One reason for its popularity
is its power as an object-oriented language. This study
examined beginning students' understanding of the
construction and use of objects in Java. During
tape-recorded interviews, students were asked to
predict which programs from a collection of similar
programs would work according to specification and
which would not. This paper will discuss those
interviews, including the most common false assumptions
or ``student-constructed rules'' invoked by the
students and the implications of the interviews for
instruction.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reed:2000:EIT,
author = "David Reed and Craig Miller and Grant Braught",
title = "Empirical investigation throughout the {CS}
curriculum",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "202--206",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331855",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Empirical skills are playing an increasingly important
role in the computing profession and our society. But
while traditional computer science curricula are
effective in teaching software design skills, little
attention has been paid to developing empirical
investigative skills such as forming testable
hypotheses, designing experiments, critiquing their
validity, collecting data, explaining results, and
drawing conclusions. In this paper, we describe an
initiative at Dickinson College that integrates the
development of empirical skills throughout the computer
science curriculum. At the introductory level, students
perform experiments, analyze the results, and discuss
their conclusions. In subsequent courses, they develop
their skills at designing, conducting and critiquing
experiments through incrementally more open-ended
assignments. By their senior year, they are capable of
forming hypotheses, designing and conducting
experiments, and presenting conclusions based on the
results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gibbs:2000:ECL,
author = "David C. Gibbs",
title = "The effect of a constructivist learning environment
for field-dependent\slash independent students on
achievement in introductory computer programming",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "207--211",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331856",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Research was conducted to determine the effect of a
constructivist learning environment upon field
dependent (FD) and field independent (FI) students'
achievement in an introductory computer programming
course. Prior research in traditional environments had
established a correlation between field dependence /
independence (FD/I) and the design stage of
programming. A correlational design was followed, using
introductory computer science students in their first
programming course. A pretest of BASIC programming
ability was given to assess baseline proficiency. The
Group Embedded Figures Test (GEFT) was given to assess
each subject's measure of FD/I. A constructivist model
for learning programming was implemented. Achievement
tests in two of the stages of programming, design and
coding were administered. As additional dependent
variables, student construction of programming elements
--- the design (semantic) elements, and the
language-specific coding (syntax) elements --- were
collected in a portfolio and examined for both
qualitative and quantitative differences. No
significant correlations were found between FD/I and
the achievement scores of design and coding. No
correlation was expected between FD/I and coding. There
was no interaction between FD/I and design versus
coding. The correlation between FD/I and the quantity
of reconstructed programming elements was not
significant. The correlation between FD/I and the
quality of reconstructed programming elements was not
significant. No interaction was found between FD/I and
the quantity or quality of semantic versus syntactic
elements. Stepwise multiple regression identified two
predictors, for design, the predictor was the pretest.
Coding was predicted by the quantity of syntactic
programming elements. The principal finding of this
research, in contrast to findings in traditional
environments is that within this constructivist
environment, the cognitive style of FD/I was not found
to influence programming achievement.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chamillard:2000:EPA,
author = "A. T. Chamillard and Kim A. Braun",
title = "Evaluating programming ability in an introductory
computer science course",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "212--216",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331857",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "There are numerous ways to evaluate student
programming ability, all of which have benefits and
drawbacks. In this paper we discuss how we have
combined a number of those evaluation techniques to
assess student programming ability in an introductory
computer science course and statistically analyze the
relationships of student performance using the
different evaluation techniques.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bowyer:2000:VRU,
author = "Kevin Bowyer",
title = "Video resources for use in teaching ethics and
computing",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "217--221",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331858",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Workshops on the theme of ``Teaching Ethics and
Computing'' were sponsored by the National Science
Foundation's Undergraduate Faculty Enhancement program.
This paper outlines the results of the workshops,
available at marathon.csee.usf.edu/~kwb/naf-ufe/.
Preparation for the workshops included a survey of
videos that are potentially useful in teaching ethics
and computing. This paper reviews some of the ``best
of'' these videos.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sanderson:2000:PAS,
author = "Pete Sanderson and Ken Vollmar",
title = "A primer for applying service learning to computer
science",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "222--226",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331859",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Service learning is an educational philosophy that
promotes active learning through community service. We
have recently applied this approach in our computer
science curriculum, specifically to our software
engineering course. In order that other computer
science departments can benefit from our experience, we
have developed a primer one can follow to establish a
program for service learning in the computer sciences.
We also describe and assess our experience after one
year of applying service learning to software
engineering.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sanders:2000:FBC,
author = "Ian Sanders and Conrad Mueller",
title = "A fundamentals-based curriculum for first year
computer science",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "227--231",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331860",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "At Wits we are concerned about offering a good
computer science degree but at the same time making our
degree programme accessible to all students who have
the potential or ability to cope with the material.
This paper discusses a new first year curriculum which
has been developed to address some of the problems
which the course that we offered from 1990 to 1998,
with minimal changes, has begun to encounter. The most
important of these problems is that of student
perceptions of our old course. The new course stresses
fundamentals of computer science and is structured
around teaching basic principles and competencies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tesser:2000:IMS,
author = "Herbert Tesser and Hisham Al-Haddad and Gary
Anderson",
title = "Instrumentation: a multi-science integrated sequence",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "232--236",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331861",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A new method of teaching traditional concepts of
CS1-CS2 is discussed. The new method uses real-time
data acquisition, teaming, and interdisciplinary
courseware to illustrate basic computer science
concepts. We present a series of experiments and the
corresponding software engineering elements. These
experiments have proved to be motivating for a broad
spectrum of students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rayside:2000:AOO,
author = "Derek Rayside and Gerard T. Campbell",
title = "{Aristotle} and object-oriented programming: why
modern students need traditional logic",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "237--244",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331862",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Classifying is a central activity in object-oriented
programming and distinguishes it from procedural
programming. Traditional logic, initiated by Aristotle,
assigns classification to our first activity in
reasoning, whereby we come to know what a thing is.
Such a grasp of the thing's whatness is the foundation
for all further reasoning about it. This connection
between Aristotle's way of classifying and
object-oriented programming is sometimes acknowledged,
but rarely explored in depth.$^1$ We explore this
relation more closely and more carefully, in the hope
that a better understanding of classification and
programming can be gained from a study of philosophy
than from many current text books on object-oriented
programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lewis:2000:MAO,
author = "John Lewis",
title = "Myths about object-orientation and its pedagogy",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "245--249",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331863",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Object-orientation continues to find a home in
computing curricula, especially in early courses such
as CS1. As this trend continues, some ideas seem to
take on a life of their own, despite being
fundamentally incorrect. Unfortunately they propagate
most quickly among those who are relatively new to the
ideas of object-oriented development. This paper
enumerates and debates the underlying issues of several
myths regarding object-orientation and its pedagogy.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ge:2000:CCS,
author = "Yuzhen Ge and Jiangeng Sun",
title = "{E}-commerce and computer science education",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "250--255",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331864",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Electronic commerce is gradually changing the way the
commerce is conducted. Computer science graduates will
need to be prepared for the challenge posed by the
increasing demand for professionals who can develop and
maintain electronic commerce systems. By examining the
standard computer science curriculum, some suggestions
are proposed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Richards:2000:BFT,
author = "Brad Richards",
title = "Bugs as features: teaching network protocols through
debugging",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "256--259",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331865",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Being exposed to well-written code is a valuable
experience for students-especially when the code is
larger or more complex than they are currently capable
of writing. In addition to the mechanics of a
particular computation, students learn organization and
documentation skills, and general concepts illustrated
by the specific program. However, to obtain these
benefits, students must thoroughly familiarize
themselves with the code. This paper describes recent
successes using software bugs as a means to force
familiarization with network protocol code. The bugs
become tools by which the students learn the inner
workings of network protocols. As a side benefit, the
approach provides a concrete basis for the discussion
of debugging approaches and techniques. The technique
is appropriate for any course involving programming,
and is especially good for upper-level courses like
networks, operating systems, and parallel and
distributed programming, where difficult concepts can
be illustrated via sample programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jones:2000:DIC,
author = "Randolph M. Jones",
title = "Design and implementation of computer games: a
capstone course for undergraduate computer science
education",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "260--264",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331866",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents a course in the design and
implementation of computer games, offered as an
upper-division computer science course at Colby College
during the winter semester, 1999. The paper describes
the material, topics, and projects included in the
course. More generally, I argue that this course
provides an ideal environment for students to integrate
a wide base of computer knowledge and skills. The paper
supports this argument by presenting the variety of
computer science concepts covered in the course, as
well as pointing out potential areas of variation in
future courses, depending on the tastes and priorities
of the instructor.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tuttle:2000:CCC,
author = "Sharon M. Tuttle",
title = "A capstone course for a computer information systems
major",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "265--269",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331867",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the current form and organization
of Humboldt State University's CIS 492: Systems Design
and Implementation, the capstone course for the
Computer Information Systems (CIS) major. Since Spring
1998, this course has combined a team programming
experience on a large-scale database project with
discussions of a software engineering classic,
Frederick Brooks Jr.'s ``The Mythical Man Month''[1].
Students seem to find this combination valuable, and it
is hoped that this paper can impart some useful ideas
to others in designing a CIS/MIS capstone course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mosiman:2000:ICG,
author = "Steve Mosiman and Christoph Hiemcke",
title = "Interdisciplinary capstone group project: designing
autonomous race vehicles",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "270--274",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331868",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We, the authors, have each managed group projects for
our respective senior majors for some time. Three years
ago we combined the senior courses and each project
team is now composed of both computer science and
engineering majors. We were motivated by the desire to
broaden the senior experience in both disciplines as
well as to use the projects to attract prospective
majors. The most recent project was to build autonomous
line-tracking vehicles for racing. Since the computer
scientists do not necessarily have any exposure to
analog circuits and the engineers have only limited
knowledge, it was necessary to provide an environment
that required little analog design. The Handy Board [7]
proved to be a useful part of that environment. This
paper discusses our experience teaching an
interdisciplinary group project-oriented course,
discusses strengths and weaknesses of using the Handy
Board in this context, and draws some conclusions based
on our experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Countermine:2000:IIC,
author = "Terry Countermine and Phil Pfeiffer",
title = "Implementing an {IT} concentration in a {CS}
department: content, rationale, and initial impact",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "275--279",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331869",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The increasing use of commercial off-the-shelf (COTS)
software has created a demand for IT
professionals-people that build and manage systems
assembled from COTS components. In Fall 1999, the ETSU
Dept. of CIS started a program of study for training IT
professionals. This IT concentration differs from
existing concentrations in four key ways:The IT
concentration emphasizes VB instead of C++.It
emphasizes web, database, and networking applications
instead of systems software;It puts more emphasis on
human issues in computing: ethics, computer-assisted
instruction, and systems analysis and specification;It
deemphasizes science and math, giving students more
opportunity to complete a minor of their choosing. Key
design criteria for the concentration included making
the content practical and attractive; teaching
short-term and long-term skills; and minimizing the
need for additional faculty. This final concern was
addressed by reworking selected courses in computer
organization, databases, networking, and software
engineering for the concentration. The new
concentration should meet the needs of students and
employers while improving retention and increasing
enrollment. Preliminary indications suggest that the IT
will become the department's most popular
concentration.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Aiken:2000:FIT,
author = "Robert Aiken and Ned Kock and Munir Mandviwalla",
title = "Fluency in information technology: a second course for
non-{CIS} majors",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "280--284",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331870",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Spooner:2000:BSI,
author = "David L. Spooner",
title = "A {Bachelor of Science in Information Technology}: an
interdisciplinary approach",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "285--289",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331871",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Rensselaer has launched a new Bachelor of Science
degree program in Information Technology [4,5]. This
degree is an alternative to the more traditional
computer science or computer systems degrees that
Rensselaer continues to offer. It focuses on the
application of computing and communications
technologies in a student-chosen application area
called a second discipline. The expectation is that a
company doing business in the second discipline or
closely related area will employ a student completing
this degree. This paper describes the motivation behind
the new degree program and its interdisciplinary
approach. It also presents the organization of the
curriculum and its requirements.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Elenbogen:2000:YMW,
author = "Bruce S. Elenbogen and Bruce R. Maxim and Chris
McDonald",
title = "Yet, more {Web} exercises for learning {C++}",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "290--294",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331872",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a set of author developed
interactive web exercises and a development environment
designed to facilitate language acquisition in a
beginning course in C++. The exercises test the
students' understanding of several C++ language
constructs as well as general programming concepts such
as scope of variables. The environment allows students
to write and test sections of code in a instructor
controlled setting. Together the exercises and
environment can be used to enhance computer science
education for both traditional and distance learning
students. The paradigm of generalization and automation
of standard exercises can be extended to facilitate web
education in other courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roberts:2000:SEI,
author = "Eric Roberts",
title = "Strategies for encouraging individual achievement in
introductory computer science courses",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "295--299",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331873",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Students in introductory computer science courses
often vary widely in background and ability. As a
result, some students are bored by the pace of
presentation, while others struggle to keep up. This
paper describes our experience using open-ended
assignments and programming contests to capture the
interest of our strongest students without adversely
affecting the educational experience for the other
students in the class. This approach has been markedly
successful, particularly for highly motivated students,
who are often able to work well beyond the level of the
class. The paper also includes a survey of student
reactions to the various extra-credit opportunities,
which indicates that many student value this component
of the class even if they do not participate directly
in these activities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bridgeman:2000:SSG,
author = "Stina Bridgeman and Michael T. Goodrich and Stephen G.
Kobourov and Roberto Tamassia",
title = "{SAIL}: a system for generating, archiving, and
retrieving specialized assignments using {{\LaTeX}}",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "300--304",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331874",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we present a package for the creation of
Specialized Assignments In L$^A$T$_E$X, SAIL. We
describe several features which allow an instructor to
create sufficiently different instances of the ``same''
problem so as to encourage student cooperation without
fear of plagiarism. The SAIL package also provides
support for grading aids and grading automation. In
addition, we describe an on-line system for archiving
homework problems in a database that can be easily
searched and to which new parametrized problems can be
easily added. Together, the SAIL package and the
searchable database of problems offer a powerful tool
for generating, archiving, and retrieving homework
assignments (as well as tests and quizzes).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{George:2000:EVR,
author = "Carlisle E. George",
title = "{EROSI} --- visualising recursion and discovering new
errors",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "305--309",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331875",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper introduces a novel software visualisation
aid, the EROSI (Explicit Representer Of Subprogram
Invocations) tutor, hypothesised to support the
acquisition (by novice programmers) of a mental model
to facilitate the comprehension and use of recursion as
a problem solving technique. Novices found the EROSI
tutor easy to use, interesting and a valuable
visualisation aid to forming correct mental models of
recursive processes. Studies concluded that although
novices many have a correct mental model of recursion,
various errors and misconceptions (identified) due to
exogenous factors affect their ability to complete
recursive tasks.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Velazquez-Iturbide:2000:RGS,
author = "J. {\'A}ngel Vel{\'a}zquez-Iturbide",
title = "Recursion in gradual steps (is recursion really that
difficult?)",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "310--314",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331876",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We propose a gradual approach to teach recursion. Our
main assumption is that the difficulty in learning
recursion does not come from the recursion concept
itself, but from its interaction with other mechanisms
of imperative programming. We use this basic idea to
propose a new pedagogical approach. On the one hand,
recursion is introduced in a gradual way by means of
three fields (grammars, functional programming and
imperative programming). On the other hand, each
instance of recursion is explained so that all of its
accompanying mechanisms are clearly identified. The
approach has three main advantages. First, the teaching
of recursion is simplified because it is taught in a
gradual way. Second, the concept of recursion is
isolated and differentiated from other concepts or
mechanisms associated to particular instances of
recursion. Last, the student perceives recursion as a
recurrent concept in the discipline of computer
science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Levy:2000:RSA,
author = "Dalit Levy and Tami Lapidot",
title = "Recursively speaking: analyzing students' discourse of
recursive phenomena",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "315--319",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331877",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Recursion is a powerful concept, appearing in almost
every introductory course in computer-science (CS). CS
educators and educational researchers often refer to
difficulties in learning recursion, and suggest methods
for teaching recursion. However, the research
literature barely addresses the unique ways in which
students relate to this interdisciplinary concept and
the particular learners' language concerning recursive
phenomena. The gap is most apparent when seen through a
constructivist lens, where the students' prior
knowledge and idiosyncratic conceptions should be
referred to and reflected upon in order to serve as a
basis for further knowledge construction. This paper
reports on a study in which a collaborative
classification of several recursive phenomena is used
to facilitate the construction of recursion. The
students' discourse was analyzed, as a step toward
understanding the students' ways of speaking
recursively. Preliminary results indicate some basic
aspects of recursion in the student discourse, although
the students apparently talk a very different language
from that of the experts, as used by books and
teachers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dickinson:2000:OSP,
author = "John Dickinson",
title = "Operating systems projects built on a simple hardware
simulator",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "320--324",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331878",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Effective teaching of operating system concepts
requires projects. This paper describes a series of
operating system projects all based on a simple
hardware simulator that have been used to teach
operating system concepts at the undergraduate level. A
key feature of this approach is the use of a simple but
realistic hardware model upon which an operating system
is progressively built. The hardware simulator evolves
as the operating system evolves.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Choi:2000:SCP,
author = "Sung-Eun Choi and E. Christopher Lewis",
title = "A study of common pitfalls in simple multi-threaded
programs",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "325--329",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331879",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "It is generally acknowledged that developing correct
multi-threaded codes is difficult, because threads may
interact with each other in unpredictable ways. The
goal of this work is to discover common multi-threaded
programming pitfalls, the knowledge of which will be
useful in instructing new programmers and in developing
tools to aid in multi-threaded programming. To this
end, we study multi-threaded applications written by
students from introductory operating systems courses.
Although the applications are simple, careful
inspection and the use of an automatic race detection
tool reveal a surprising quantity and variety of
synchronization errors. We describe and discuss these
errors, evaluate the role of automated tools, and
propose new tools for use in the instruction of
multi-threaded programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Robbins:2000:EBB,
author = "Steven Robbins",
title = "Experimentation with bounded buffer synchronization",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "330--334",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331880",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Undergraduates are usually introduced to
synchronization in operating systems through a
discussion of classical problems such as reader-writer
or producers-consumers. The traditional approach to
teaching these topics is not effective in conveying to
students how programs with incorrect synchronization
actually behave. This paper introduces a simple
probabilistic model for synchronization failure and
shows how students can empirically study these issues.
These activities are supported by a simulator that
students can use to explore synchronization in the
context of the bounded buffer problem. The simulator is
written in Java and can be used either standalone or
from a standard browser. Students can save the data and
graphs generated by the simulator in a log file in HTML
format.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gerhardt-Powals:2000:DEL,
author = "Jill Gerhardt-Powals and Matthew H. Powals",
title = "Distance education: law attempts to catch up with
technology (battle between copyright owners and
academics)",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "335--342",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331881",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Late last year President Clinton signed into law the
Digital Millennium Copyright Act. It was a far reaching
attempt to update copyright law in order to keep pace
with the digital environment by providing new rules for
downloading, sharing, or simply viewing copyrighted
material on-line Some cheered the passage of The Act
and others lamented it. For the software and
entertainment industries it was a triumph because now
they can market their products on-line without fear of
piracy. However many, including academics, educators,
and researchers, view The Act as a set back, even an
assault, on their traditional access to and use of
information. The balancing of conflicting needs of the
copyright owners and the users of copyrighted
materials, while applying the copyright law to the
emerging technology of today, is truly an evolving and
a daunting process. Included in The Act was a mandate
to the Register of Copyrights to consult with
representatives of copyright owners, nonprofit
educational institutions, and nonprofit libraries and
archives, and submit to Congress recommendations on how
to promote distance education through digital
technologies, including interactive digital networks,
while maintaining an appropriate balance between the
rights of copyright owners and the needs of users of
copyrighted works. The purpose of this paper is to
place The Register of Copyrights Study in its
historical environment and describe the recommendations
of The Study concerning how to promote distance
education through digital technologies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ross:2000:MTC,
author = "John Minor Ross",
title = "Multimedia: from topic to course",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "343--346",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331882",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "After several years of using videodisc systems as a
topic in a Current Directions course for seniors, a
sophomore-level Multimedia course (D250) was added in
the fall of 1995. The course includes hands-on
experience with multimedia development and multimedia
presentation software. In its first five years
(fourteen sections averaging twenty students), D250 has
been successful on two fronts. First, it has proven
feasible, albeit challenging, to offer this somewhat
technology-intensive course on a shoestring budget.
Second, in addition to the Information System majors
who are required to take D250, a diverse group of
non-majors are taking the course as an elective. Guided
in part by the advice presented, a similar course could
be implemented by other schools.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Doube:2000:DTW,
author = "Wendy Doube",
title = "Distance teaching workloads",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "347--351",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331883",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe a formula for calculating
the teaching workload for students who are studying off
campus both on and off-line. Initially the faculty of
information technology developed a proposal for
calculating academic workloads. This proposal reflected
the rigid teacher centred learning structures of
traditional on-campus delivery and made no allowance
for the services required by off-campus students. In
response, teachers of off-campus students developed a
complementary proposal, based on actual time logs,
which reflected their student centred approach to
learning. Contrary to popular wisdom, off-campus
teaching was found to be more time-consuming than
on-campus.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pike:2000:CCC,
author = "Scott M. Pike and Bruce W. Weide and Joseph E.
Hollingsworth",
title = "{Checkmate}: cornering {C++} dynamic memory errors
with checked pointers",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "352--356",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331884",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Pointer errors are stumbling blocks for student and
veteran programmers alike. Although languages such as
Java use references to protect programmers from pointer
pitfalls, the use of garbage collection dictates that
languages like C++ will still be used for real-time
mission-critical applications. Pointers will stay in
the classroom as long as they're used in industry, so
as educators, we must find better ways to teach them.
This paper presents checked pointers, a simple wrapper
for C++ pointers that prevents pointer arithmetic and
other common sources of pointer errors, and detects all
dereferencing and deallocation errors, including memory
leaks. The syntax of checked pointers is highly
faithful to raw C++ pointers, but provides run-time
error detection and debugging information. After
debugging, changing one \#include is all that is
required to substitute a non-checking implementation
that is as fast as raw C++.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bishop:2000:OOJ,
author = "Judith Bishop and Nigel Bishop",
title = "Object-orientation in {Java} for scientific
programmers",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "357--361",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331885",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Scientific programmers have traditionally programmed
in entirely sequential languages such as Fortran, C or
Pascal and it could be argued that object-orientation
is not a concept that they would need. Yet computer
science departments that give courses to scientists and
engineers would like to consider teaching them in Java,
rather than in one of the older languages. This paper
addresses the dual issues of how Java can best supply
everything that the older languages do, and then what
it can meaningfully give in added value, especially in
the networking and parallel area. Experience with
developing solutions in Java to some fifty typical
numerical problems has led to a coherent
object-oriented approach and a couple of essential
support classes for teaching and production work.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Noonan:2000:OOV,
author = "Robert E. Noonan",
title = "An object-oriented view of backtracking",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "362--366",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331886",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we explore Wirth's [11] backtracking
algorithm from the perspective of algorithm reuse and
separation of concerns. We explore treatment of this
problem in object-oriented data structures and
algorithms texts. Finally, we present a reusable
backtracking (or depth-first search) class.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Woit:2000:ESL,
author = "Denise Woit and Dave Mason",
title = "Enhancing student learning through on-line quizzes",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "367--371",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331887",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We have experimented with the use of weekly on-line
quizzes to enhance student learning in our first-year
computer science courses. In our experiments we
compared the effectiveness of using quizzes to the
alternative of using weekly marked laboratory
assignments. The results of our experiments show that
student learning and retention increase with on-line
quizzes. Weekly quizzes would be impossible if they
were administered and marked in the traditional
fashion; thus, we developed and used a secure, online
environment for administering, writing, and marking the
quizzes, with most of the marking performed
automatically via simple marking programs. In this
paper we describe our experiment, present our
observations about student learning, outline student
opinion, relate problems we encountered and our
solutions, and provide technical details of our
closed-quiz and marking environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chase:2000:CCL,
author = "J. D. Chase and Edward G. Okie",
title = "Combining cooperative learning and peer instruction in
introductory computer science",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "372--376",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331888",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "CPSC 120, Principles of Computer Science I, is a first
semester freshmen level course for computer science
majors. Over a three semester comparison period, this
course had an average WDF rate of 56\% (i.e.,
percentage of students receiving a grade of ``D'' or
``F'', or withdrawing from the course). In two sections
of this course, two strategies, peer instruction and
cooperative learning, were combined to lower the WDF
rate for both sections to an average of 32.5\%. The
improvement was even more dramatic for the female
students in the classes, who improved from a 53\% WDF
rate to a WDF rate of only 15\%.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jarc:2000:ABI,
author = "Duane J. Jarc and Michael B. Feldman and Rachelle S.
Heller",
title = "Assessing the benefits of interactive prediction using
{Web}-based algorithm animation courseware",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "377--381",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331889",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This study used educational software-courseware-that
contained algorithm animations and data structure
visualizations that were implemented with the
programming language Java, and were embedded in a
collection of World Wide Web pages. The objective of
this study was to determine whether the interactive
prediction facility provided by this courseware
produced a significant learning advantage. Two
experiments were conducted. The results indicated that
the students who used the interactive version of the
courseware spent significantly more time using it than
those who used the noninteractive version. Students who
used the interactive version scored better on several
of the questions that tested the more difficult
lessons, but performed more poorly overall. None of the
differences were statistically significant.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hendrix:2000:DVI,
author = "T. Dean Hendrix and James H. {Cross II} and Saeed
Maghsoodloo and Matthew L. McKinney",
title = "Do visualizations improve program comprehensibility?
experiments with control structure diagrams for
{Java}",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "382--386",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331890",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Recently, the first in a series of planned
comprehension experiments was performed to measure the
effect of the control structure diagram (CSD) on
program comprehensibility. Upper-division computer
science students were asked to respond to questions
regarding the structure and execution of a source code
module written in Java. Statistical analysis of the
data collected from this experiment revealed that the
CSD was highly significant in enhancing the subjects'
performance in this program comprehension task. The
results of this initial experiment along with the
planned follow-on experiments promise to shed light on
fundamental questions regarding the effect of software
visualizations on program comprehensibility.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brown:2000:EWI,
author = "David C. Brown and Isabel F. Cruz and David Finkel and
Robert E. Kinicki and Craig E. Wills",
title = "Experiences with the {Webware}, interfaces and
networking experimental laboratory",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "387--391",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331891",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes our experiences with the Webware,
Interfaces and Networking Experimental (WINE)
Laboratory. The WINE Lab was created to assist in
teaching the topics of computer networks, user
interfaces and Webware. The goal of the lab is to
provide students the opportunity to complete projects,
experiment with relevant techniques and make
connections between topics with resources not available
in a general purpose Unix-based computing environment.
The results from offering courses with the lab show
success in meeting these goals.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Vat:2000:TSP,
author = "Kam Hou Vat",
title = "Teaching Software Psychology: expanding the
perspective",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "392--396",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331892",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the curriculum development and
teaching experience of a junior core course entitled
Software Psychology, offered in the undergraduate
Software Engineering program at the author's affiliated
university. In particular, the pedagogy of
problem-based learning is introduced, together with the
evolution of the course content. It will also address
issues such as resources and facilities needed for the
course, and the students' perceived learning as well as
the author's lessons learned therein.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tomer:2000:CCP,
author = "D. S. Tomer and Doug Baldwin and Carl H. Smith and
Peter B. Hendersen and Venu Vadisigi",
title = "{CS1} and {CS2} (panel session): foundations of
computer science and discrete mathematics",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "397--398",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331893",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Over a period of thirty years there have been many
curriculum reforms in the Undergraduate Computer
Science curriculum. The ACM/IEEE-CS task force is
currently working on the Curriculum 2001. In this
struggle to define and develop this dynamic field of
computer science, we have the opportunity to identify
the foundations and related concepts of mathematics we
would like to see in the new CS curriculum and
introduce these in CS1 and CS2. Many standard topics of
discrete mathematics can encourage the use of
mathematical thinking when taught along with the CS
courses. The more complex foundations and other
theoretical topics may be introduced later in the
curriculum. This session will present some of the views
and examples in this direction. Our goal is not to
eliminate the need of discrete math but to integrate it
into the basics of CS so that the student will
experience mathematical reasoning in the early stages
of the development of CS topics. Currently discrete
math is taught as one of the early math requirements
and many students do not see the relationship between
the programming concepts and these mathematical
concepts. An early blend of these ideas of will provide
a richer experience to CS majors and the new topics can
be learned more quickly if the underlying theoretical
concepts are well understood. The programming languages
of choice can be introduced in separate laboratory
components taken parallel to CS1 and CS2. We hope that
we all can agree that CS is not just programming and we
have a new discipline that must develop its basic
theory rather than depending on other disciplines to do
it for us. Someday, the courses we know now as CS1 and
CS2 maybe known as University Computing I and II as we
now have in some of the other sciences.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stevens:2000:ULP,
author = "K. Todd Stevens and Joel Henry and Pamela B. Lawhead
and John Lewis and Constance Bland and Mary Jane
Peters",
title = "Using large projects in a computer science curriculum
(panel session)",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "399--400",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331894",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCracken:2000:ESC,
author = "Daniel D. McCracken and Manuel A.
P{\'e}rez-Qui{\~n}ones and Robert Bryant and Fred
Springsteel and Anne-Louise Radimsky",
title = "Experiences in starting computer engineering programs
(panel session)",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "401--402",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331895",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Robbert:2000:DCP,
author = "Mary Ann Robbert and Ming Wang and Mario Guimaraes and
Martha E. Myers",
title = "The database course (panel session): what must be
taught",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "403--404",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331896",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fitzgerald:2000:SOA,
author = "Sue Fitzgerald and Merry McDonald and Norbert J.
Kubilus and Mark Fienup and Dian Lopez",
title = "Student outcomes assessment (panel session): what
works and what doesn't",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "405--406",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331897",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Panelists will describe their schools' approaches to
outcomes assessment for computer science students. Both
successful and failed approaches will be discussed.
Approaches to assessment start with the identification
of program goals and selection of appropriate measures.
Measurable results include student performance on
standardized and locally developed tests, placement
statistics, alumni interviews, employer perceptions,
and other skills assessment. Pitfalls will be
discussed. Results of outcomes assessment at each
institution will be presented, including the management
of collected data, interpretation of results, and
integration of the results into the curriculum
development process.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hailperin:2000:CFY,
author = "Max Hailperin and David Arnow and Judith Bishop and
Chester Lund and Lynn Andrea Stein",
title = "Concurrency the first year (panel session): experience
reports",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "407--408",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331898",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lidtke:2000:PIS,
author = "Doris K. Lidtke and Willis King and John Gorgone and
Gayle Yaverbaum",
title = "Proposed information systems accreditation criteria
(panel session)",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "409--410",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331899",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This panel will discuss the background leading to the
decision to develop a Draft Criteria for accreditation
of Information Systems programs, the current status of
the Draft Criteria, feedback received from
presentations at a number of conferences and on a
web-based survey, and a brief description of future
plans for the project. Time will be allotted for
questions from the audience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roberts:2000:CPS,
author = "Eric Roberts and C. Fay Cover and Gerald Engel and
Carl Chang and James H. {Cross II} and Russ
Shackelford",
title = "{Curriculum 2001} (panel session): evaluating the
{Strawman} report representatives of the {ACM\slash
IEEE-CS} task force",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "411--412",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331900",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In the fall of 1998, the ACM Education Board and the
Educational Activities Board of the IEEE Computer
Society appointed representatives to a joint task force
to prepare Curriculum 2001, the next installment in a
series of reports on the undergraduate computer science
curriculum that began in 1968 and was then updated in
1978 and 1991. Interim reports on the initial planning
of the curriculum were presented at the SIGCSE
symposium in March 1999 and at the IEEE Frontiers in
Education Conference in November 1999. In February
2000, the Curriculum 2001 Task Force will release a
preliminary version of its report, in the hope of
gaining feedback from a wider audience. The purpose of
this panel is to give attenders at the SIGCSE
conference to review the current state of the
preliminary draft and offer their comments to the
members of the Curriculum 2001 steering committee on
the panel.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lidtke:2000:WNA,
author = "Doris K. Lidtke and Lee Saperstein and Kenneth Martin
and Della Bonnette",
title = "{What}'s new with {ABET\slash CSAB} integration (panel
session)",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "413",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331901",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Accreditation Board for Engineering and
Technology, Inc. (ABET) and the Computing Sciences
Accreditation Board (CSAB) signed a Memorandum of
Agreement in November 1998 to integrate CSAB's
accreditation services with ABET, with a transition
time of approximately two years. During the interim
period, the operations of the Computer Science
Accreditation Commission (CSAC) are contracted by CSAB
to ABET. A committee with CSAC, CSAB, and ABET
representation is working to set up the new commission
for accrediting programs in the computing sciences.
This new commission will probably be called the
Computing Accreditation Commission (CAC). Other
activities are underway to try to assure that this
integration goes as smoothly as possible. The panel
members will discuss from various points of view the
current status of the integration and plans for the
completion of the integration. Kenneth Martin is a Past
Chair of CSAC. Lee Saperstein is past Chair of EAC.
Della Bonnette is a Past CSAC Chair and current Team
Chair. Doris Lidtke is serving as Adjunct Accreditation
Director for Computing at ABET and a Past President of
CSAB.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kay:2000:TAS,
author = "David G. Kay and Clare Bates Congdon and Sue
Fitzgerald and Merle S. King and Pat Semmes",
title = "Teaching advice and support for new and adjunct
faculty (panel session): experiences, policies, and
strategies",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "414--415",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331902",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The demand for computer science faculty is growing
rapidly, along with the demand for seats in computer
science courses. The problem of finding, recruiting,
and retaining computer science faculty may have reached
crisis proportions[1]. Meeting this demand means an
influx of new faculty, including perhaps nontraditional
faculty such as adjuncts from industry, emeriti,
graduate students, or faculty from other disciplines.
Such diversity is valuable but brings its own
challenges. One of these is acclimating new faculty,
particularly those from different academic or
industrial environments, to the norms, practices, and
expectations of a particular school and department.
These may vary considerably among institutions, and
some may be subtle and unrecognized, not always
identified in existing orientation materials. For the
new faculty's experience to be successful (for
themselves, for their students, and for the
institution), we must identify these issues. But we
must also make that information available in an
effective form: A comprehensive ``policies and
procedures'' manual may be left unread amid the more
immediate demands of meeting the first class or
starting a research program. Experienced colleagues
will have some answers, at least idiosyncratic ones,
and likely are willing to share them when they have a
free moment; even so, the new instructor may hesitate
to call on the same person too often. The panelists
will describe their experiences as new or adjunct
faculty or as those orienting such faculty; thereafter,
we will solicit experiences from the audience. We
expect to generate and disseminate a list of teaching
issues new faculty must address and a range of
strategies for helping those faculty address them. This
could serve as a ``Prototype FAQ,'' one that
institutions (or their new-faculty coordinators) could
adapt to local practices.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Astrachan:2000:RCA,
author = "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",
title = "Recommendations for changes in advanced placement
computer science (panel session)",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "416",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331903",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In 1981 the APCS Development Committee recommended the
use of Pascal in an AP course whose first exam was
given in 1984. This decision was controversial; BASIC
was in widespread use and serious consideration was
given to a language-neutral exam and course. In 1985 an
ad-hoc committee made recommendations on changing the
exam format, essentially creating two courses that
correspond roughly to CS1 and CS2. In 1995 an ad-hoc
committee was convened to make recommendations on how
best to incorporate C++ into the AP course and exam.
The decision to adopt C++, made in 1994, was decidedly
controversial. The ad-hoc committee made
recommendations on a subset of C++ and on classes
similar to those in the standard library, but which
were safe for novice programmers to use.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Koffman:2000:IPC,
author = "Elliot Koffman and Dorothy Deremer and Chris McDonald
and Loren Rhodes and Rebecca Thomas and A. Joe Turner
and Curt White",
title = "{IT} programs and {CS} departments (panel session)",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "417--418",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331904",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer Science departments are experiencing
increases in enrollments that rival the expansion in
the early '80s. At the same time, many of these
students do not seem interested in or equipped to
handle the rigor of a traditional computer science
program. They are coming into computer science with
expectations about computer science education that are
significantly different from what they are finding on
campus. Instead of courses on data structures and
algorithms, automata, and operating systems, they want
to learn Visual BASIC, Linux, and obtain Microsoft
certification. CS departments responses to these
pressures differ widely. Some take the approach that
this is a temporary aberration and should have no
affect whatsoever on degree programs in computer
science. Some provide one-credit courses or seminars to
discuss practical aspects of IT not covered in the
curriculum. Others have started information technology
programs to provide these students with an alternative
program. In some cases, outside pressures (i.e., the
university administration or external funding) has
mandated that CS departments provide such programs.
This panel will discuss these issues from varying
perspectives. It will also provide some examples of IT
programs in CS departments to give us some idea of what
is currently being done at other institutions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shiflet:2000:UCS,
author = "Angela B. Shiflet and Philip Holmes and Chuck
Niederriter and Robert M. Panoff and Ernest Sibert",
title = "Undergraduate computational science education (panel
session)",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "419--420",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331905",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moses:2000:TWP,
author = "Louise Moses and Sally Fincher and James Caristi",
title = "Teams work (panel session)",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "421--422",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331906",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "``I didn't think I'd like group work, but I ended up
in a good team and it was a great experience. But I
feel if you end up in a bad team it can really get you
down and will affect your mark.'' This student response
(University of Exeter, U.K.) is typical and telling. At
least some of the time teams work, and the progression
from ``didn't think I'd like'' to ``great experience''
happens often enough that those of us who use team work
have come to expect it, at least part of the time. The
ability to work well in teams is essential for our
graduates. It cuts across all the questions --- what,
where, why and how we teach. However, not all of our
students find working as a member of a team a natural
and easy thing to do. Not only that, even though the
student quoted in the preceding paragraph uses the
phrase ``good team'' and the phrase ``bad team'' these
and many other terms are not well defined. The Computer
Science (CS) academic community regards group project
work as an essential component of any degree; the
discipline's professional societies world-wide
emphasize project and group work as preparation for
professional practice. Project work is recognized as
having many educational and social benefits, in
particular providing students with opportunities for
active learning. Nevertheless, managing project work is
problematic, because CS projects are:expensive,
demanding considerable supervision as well as technical
resources; complex, marrying design, human
communication, human-computer interaction, and
technology to satisfy objectives ranging from
consolidation of technical skills through provoking
insight into organizational practice, teamwork and
professional issues, to inculcating academic discipline
and presentation skills; continually demanding, set in
the context of a rapidly changing technology which
affects technical objectives and demands ever-evolving
skills in both students and supervisors. In a young and
changing discipline, some aspect of project work is
questioned in almost every institution. The three
panelists bring experience from four educational
institutions in two countries. Louise Moses is Chair of
the Department of Computer Science and Information
Systems at Mount Union College. She has supervised team
projects in extra-departmental service courses, classes
provided for departmental majors, and
inter-disciplinary courses. During the summer term of
the previous three academic years she has been Honorary
Visiting Researcher in the Department of Computer
Science in the School of Engineering at The University
of Exeter, Exeter, U.K. In that position she has worked
as part of the management team for first year students
in the first year project. James Caristi is a professor
of mathematics and computer science at Valparaiso
University. He was the 1990 recipient of the Sears
Roebuck Award for Teaching Excellence and Campus
Leadership, and is the 1999 recipient of the
Distinguished Teaching Award from the Indiana Section
of the Mathematical Association of America. He has been
using teams in different ways in computer science
classes at all levels for over 15 years. Sally Fincher
is a Lecturer in the Computing Laboratory at the
University of Kent at Canterbury in England. She has
been project manager for the Effective Projectwork in
Computer Science (EPCoS) project. EPCoS was a
10-partner, three-year funded project which worked to
identify best practices in CS projectwork, transfer
those practices between institutions and examine and
analyze the process of transfer. We have wrestled with
project design and how to make team assignments. And,
even though providing good teamwork experiences is more
of an art than a science --- with no hard and fast
rules --- there are guidelines; it will be profitable
to share our knowledge and our experiences. We shall
consider six major areas concerning team and group
work, and the kind of issues that are associated with
them. Allocation How do we allocate students to groups?
And then groups to supervisors?Supervision What sort of
role should a supervisor take with respect to their
group? Friend, mentor, project manager or technical
guru? Does it make a difference? Assessment How do we
assess the contribution of an individual when the
deliverables are a team effort ? Should we even try to?
Motivation What happens when students get into a
``bad'' team? How do we keep them motivated? Reflection
Especially when introducing teamwork into the
curriculum, reflection is an essential part of the
learning cycle. How do we plan to make sure we include
time and opportunity for this? Teamwork How do we
encourage working together, when in some other academic
circumstances this might be called ``cheating''?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCauley:2000:ASE,
author = "Rene{\'e}e McCauley and Nell Dale and Thomas Hilburn
and Susan Mengel and Branson W. Murrill",
title = "The assimilation of software engineering into the
undergraduate computer science curriculum (panel
session)",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "423--424",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331907",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kay:2000:IPL,
author = "David G. Kay",
title = "Intellectual property law basics for computer science
instructors (seminar session)",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "425",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331908",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Increasingly the practice of computing involves legal
issues. Patenting algorithms, domain name poaching, and
``re-using'' HTML and graphics from web sites all raise
questions in the domain of intellectual property law
(which includes patents, copyrights, trade secrets, and
trademarks). In the classroom, computer science
educators often confront questions that have legal
ramifications. To many computer scientists, the legal
system seems arbitrary and impenetrable, just as
software development is obscure to many lawyers. But
each discipline has its own axioms and goals, its own
culture and approach to solving problems. Moreover,
each discipline has been largely successful in meeting
its goals, despite such problems as frivolous, costly
lawsuits on one side and unstable, bloated software on
the other. The goal of this seminar is to give computer
science faculty a framework for answering students'
questions and debunking the most egregious
misconceptions about intellectual property issues.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lee:2000:FFD,
author = "John A. N. Lee and Kevin Bowyer",
title = "Future faculty development seminar in ethics, social
impact and alternative teaching strategies (seminar
session)",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "426",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331909",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This seminar/workshop on ethics and the social impact
in computer science, supported by studies of the
applicability of alternative teaching and learning
strategies, is targeted towards doctoral candidates in
computer science whose life-goal is to teach in a
university or college setting. Based on the concept of
``ethics across the curriculum'' the seminar/workshop
will prepare future faculty to incorporate ethical and
social impact concerns in their technical courses. At
the same time they will be exposed to modern teaching
and learning techniques that will assist them in making
a good start in their teaching careers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brady:2000:IMB,
author = "Alyce Brady and Michael J. Clancy and Kathleen
Larson",
title = "Introduction to the marine biology case study (seminar
session)",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "427",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331910",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A new case study for the AP curriculum, based on a
marine biology simulation program will be released for
the 2000-2001 academic year. The case study highlights
linear and two-dimensional data structures, object
interaction, object-oriented design, and discrete
simulation. This seminar will introduce the new case
study to AP teachers and other interested CS educators,
and will discuss how it can be integrated into the AP
(or CS 1 and CS 2) curricula.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2000:NSF,
author = "C. Dianne Martin and Margaret Reek",
title = "The {National Science Foundation} (seminar session):
funding opportunities for {CS} faculty through the
{CCLI} program",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "428",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331911",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A new program in undergraduate education at the
National Science Foundation is the Course, Curriculum
and Laboratory Improvement (CCLI) program. CCLI has two
tracks that are of particular interest to CS faculty
members. They are the Educational Materials Development
(EMD) and the Adaptation and Implementation (A{\&}I)
tracks. The focus of the EMD track is to develop, test
and implement new materials or practices for national
dissemination. The focus of the A{\&}I track is to
adapt and implement existing innovative materials or
practices within a particular institution. Both of
these tracks offer opportunities for funding for CS
faculty concerned about improving the quality of CS
undergraduate education. Projects can encompass a broad
range of activities, from individual courses and
laboratories through comprehensive projects that impact
entire curricula or programs across multiple
departments or institutions. Funding can be requested
for all items normally supported by NSF, such as
equipment and personnel. The next CCLI program deadline
date is June 7, 2000, making the seminar very timely
for people interested in developing a proposal.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kolling:2000:OFJ,
author = "Michael K{\"o}lling and John Rosenberg",
title = "Objects first with {Java} and {BlueJ} (seminar
session)",
journal = j-SIGCSE,
volume = "32",
number = "1",
pages = "429",
month = mar,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/331795.331912",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Mon Nov 19 10:05:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Object-oriented languages have been taught for some
time at universities. The most common approach has been
to teach those constructs required for imperative
programming first and to introduce the notion of
classes and objects somewhat later in the course. More
recently, many educators have been promoting the notion
of teaching about classes and objects first. This helps
students to adopt the object-oriented paradigm at an
early stage and encourages them to focus on the
application structure before beginning coding. Most new
textbooks have followed such an approach. While this
method has clear advantages, it is not easy to realise
in practice. This is partly a result of the languages
used for teaching. However, we would argue that the
major difficulty comes from the lack of program
development environments and tools which themselves
fully embrace the object-oriented paradigm. The use of
Java as the language for teaching addresses some of the
problems. Java with its clean support for the
object-oriented paradigm is now widely regarded as a
suitable choice for introductory teaching. The choice
of environment, however, remains an issue. The view of
the development environment as a major difficulty in
Java courses is further supported by numerous reports
of educators relating their experiences with teaching
introductory Java courses. While Java was consistently
described as an excellent language for teaching the
object-oriented paradigm, the environments available
are regularly identified as a significant source of
problems. These may be divided into two areas: The
environments are designed for professional programmers.
They are too complex and have a steep learning curve.
Thus valuable teaching time is spent teaching the
students how to use the environment and this detracts
from the principles of programming. Most of the
existing environments fail to fully adopt the
object-oriented paradigm. Users of the environment must
deal with files, lines of code and directory
hierarchies rather than classes, objects and
relationships. In this seminar we will argue the case
that the requirements for teaching the object-oriented
paradigm and Java can only be satisfied by the
provision of a program development environment
specifically designed for teaching. We will introduce
BlueJ, a relatively new development environment which
addresses all of these issues. We will show how the
unique features of this environment can be used to
create an introductory Java course that fully embraces
the ``object first'' approach and supports the
presentation of a cleaner picture of the paradigm than
previously possible. BlueJ is based heavily on earlier
work by us on a language and environment called Blue.
BlueJ is a complete Java development environment,
written entirely in Java. It provides graphical support
for object-oriented design, abstracts over files and
the operating system and provides fully integrated
support for a design, edit, compile and test cycle. In
addition, BlueJ supports interactive creation of
objects and interactive calling of methods of objects.
This provides support for incremental development, one
of the major advantages of object-orientation. It
includes an easy-to-use debugger and support for
applications and applets. One of the main differences
between BlueJ and other environments is its distinct
focus on a teaching context. It combines powerful tools
with an easy-to-use interface, avoiding the complexity
that creates so many problems when using existing
environments in a classroom. BlueJ has been used very
successfully for two semesters as Monash University.
The presentation will provide the context in which the
BlueJ project has been developed. We will discuss the
design principles for BlueJ, the major aims of the
project and our experiences with using it in class. A
demonstration of the current version of BlueJ will be
given. We will also demonstrate a set of examples and
problems which can be used in a first Java course and
show how the course structure can be improved and
support teaching ``objects first'' with the
availability of an environment that fully supports the
paradigm. BlueJ is available free of charge and can be
used by any interested institution. Details of how to
obtain a copy of BlueJ will be provided at the
seminar.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ben-Ari:2000:HGG,
author = "Mordechai Ben-Ari",
title = "How to Get a Good Review",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "4--6",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.571920",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "For several years I have been reviewing submissions
for SIGCSE conferences and, unfortunately, recommending
rejection of the majority of the submissions. While
some undoubtedly deserved the recommendation, others
described work that is potentially interesting and
relevant, but the papers were so poorly written that it
was impossible to judge the ideas fairly. I am writing
this message to help SIGCSE members write better papers
and improve their chances of acceptance. A review is
like an audition: you have prepared your presentation
for weeks or months, yet you only have a few minutes to
convince a director (who knows nothing about you) that
you are better than those appearing before or after
you. The key words here are that the reviewer knows
nothing about you. You may have been working on a
project for months, but you only have four pages in
which to ``perform.'' You have two tasks when you write
a paper. First, you must structure your paper so that
your ideas and work are clearly and fully described
within the page limit. Second, and more importantly,
you must place your work in context so that the
reviewer can decide if it is significant and
relevant.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2000:DPB,
author = "C. Dianne Martin",
title = "Debunking the {Puppy Baron} culture",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "7--7",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355355",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gotterbarn:2000:ELS,
author = "Don Gotterbarn",
title = "The education and licensing of software professionals:
the myth of ``a perfected science'' considered
harmful",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "8--9",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355356",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lee:2000:EHM,
author = "John A. N. Lee",
title = "Emulators of ``historic machines''",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "10--11",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355357",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2000:PED,
author = "Tony Clear",
title = "Practitioner education --- degrees of difference?",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "11--12",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355358",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gorgone:2000:NGC,
author = "John T. Gorgone",
title = "A new {IS} graduate curriculum model --- after
eighteen years",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "13--14",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355359",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dale:2000:RPR,
author = "Nell Dale",
title = "Reflections on past research: part {II}",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "14--16",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355360",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCauley:2000:FSS,
author = "Ren{\'e}e McCauley",
title = "``Free source'' software --- what a blessing!",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "16--17",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355361",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Knox:2000:SEN,
author = "Deborah L. Knox",
title = "{SIGCSE} endorses a new journal on educational
resources in computing",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "17--18",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355362",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2000:NG,
author = "Henry M. Walker",
title = "Notes on grading",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "18--19",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355363",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gersting:2000:EEIa,
author = "Judith L. Gersting and Frank H. Young",
title = "Experiences with ethical issues",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "20--21",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355364",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Makinen:2000:RUD,
author = "Erkki M{\"a}kinen and Markku Siermala",
title = "Restricted universe data structures",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "22--24",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355365",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Restricted universe data structures and their
algorithms augment our knowledge of the behavior of
standard data structures. Understanding the increase in
asymptotic efficiency when restricting the universe of
possible keys helps us to realize the limits of the
common data structures, such as balanced binary trees.
This paper first introduces the principles of
restricted universe data structures and then
empirically compares stratified trees and AVL trees in
the connection with a simple algorithmic problem.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCauley:2000:IRC,
author = "Ren{\'e}e McCauley and Bill Manaris",
title = "An information resource for computer science
educators",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "25--29",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355366",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes an information resource for
educators in departments offering computer science
degree programs. This resource is designed to provide
structured, up-to-date information in terms of
demographics and statistics related to curricula,
faculty, and students in such departments.
Additionally, it facilitates the identification of
various trends based on these data over several years.
This paper presents highlights of the information
generated through this project.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Arif:2000:MTO,
author = "Essam M. Arif",
title = "A methodology for teaching object-oriented programming
concepts in an advanced programming course",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "30--34",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355367",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "I have been teaching an advanced programming course
for undergraduate students for four years. My intention
is that object-oriented programming principles and
concepts could be easily simplified and taught to the
students in this course. In this paper we will
discusses a step by step methodology that I use in this
course to teach my students how to understand and apply
these concepts. The paper also attempts to determine
the attribute of students to OOP and their reaction
towards the methodology. It reports the result of a
survey conducted to students after taking two
introductory computer programming courses using a
structural programming language.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gelderblom:2000:OCS,
author = "J. Helene Gelderblom",
title = "{OOPtutor}: a {CBL} system for introductory
object-oriented programming",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "35--38",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355368",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The author developed OOPtutor, a prototype of a system
that teaches entry level object-oriented programming in
Java. It uses a simple world of dogs to introduce the
important object-oriented concepts like objects,
classes, methods and inheritance. The prototype was
implemented as a set of object-oriented classes that
perform general CBL authoring functions. This article
gives a brief description of the OOPtutor prototype and
its implementation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goold:2000:FAP,
author = "Annagret Goold and Russell Rimmer",
title = "Factors affecting performance in first-year
computing",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "39--43",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355369",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Performances are analysed over successive semesters
for a cohort of first-year students doing computer
programming. Attainment is related to performance in
other studies. However, many factors have roles.
Learning style and problem-solving skills are important
in information technology in Semester I. Gender and
secondary school outcomes matter in introductory
programming, also in Semester I. Dislike of programming
influences outcomes in introductory programming and in
Data Structures and Algorithms in Semester II. For a
number of indicators, influence fluctuates over time
and across area of study.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bhatti:2000:VTT,
author = "M. Afzal Bhatti",
title = "Visual tool for teaching synchronization problems in
operating systems",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "44--45",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355371",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "During the last several years, many attempts were made
to prove that information technology (IT) holds great
promise for education. For that purpose all over world,
research has been carried out on the instructional use
of IT in education. The results of the research
activity have repeatedly proven that computers can be
powerful educational tools. Information technology,
when properly used, can improve learning, motivate
students, and help them gain higher-level cognitive
skills critical to lifelong learning. Yet, despite the
proven success of instructional computing, it has not
yet been fully adopted in meaningful way into computer
science education at university level. The paper is
about an attempt to use information technology to teach
basic concepts in one of the core computer science
courses---operating systems---in a modest computing
environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jovanovic-Dolecek:2000:CES,
author = "Gordana Jovanovic-Dolecek and Victor H. Champac",
title = "{CGTDEMO} --- educational software for the central
limit theorem",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "46--48",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355372",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the demo package for teaching and
visualizing the Central limit theorem. The topic
treated in this paper is of significant interest in
undergraduate coverage of non-deterministic systems.
Two types of random variables are considered:
symmetric, highly concentrated about its mean value and
nonsymmetrical random variables. The demo program is
developed in MATLAB 5.2. The program gives the user
step by step guidance. The user chooses the type of
variable, the length of the sum N, and the
corresponding parameters of a random variable.
Successive plots of the sums of random variables and
the estimations of the corresponding probability
density functions are obtained. Finally the comparison
with a normal variable is given.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rosso:2000:OMT,
author = "Ana Rosso and Marcela Daniele",
title = "Our method to teach algorithmic development",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "49--52",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355373",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we outline a method of teaching
algorithmic, based on problem-solving and stating the
necessary stages to be considered when writing an
algorithm which solves a given problem.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gaona:2000:RDC,
author = "Amparo L{\'o}pez Gaona",
title = "The relevance of design in {CS1}",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "53--55",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355374",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Most of the papers on the experiences in teaching the
first object-oriented programming course are biased
towards the selection of the best programming language.
Sometimes we argue the pros and cons of particular
languages (C, C++, Java). My point is that teaching a
programming methodology is the most important element
for such a course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jacobsen:2000:EDL,
author = "Michele Jacobsen and Rob Kremer and Mildred L. G.
Shaw",
title = "Experiments with distance learning in software
engineering graduate courses",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "56--59",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355375",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This article reports on our experience to date with
these two distance graduate courses in software
engineering. We experimented with several technological
tools to facilitate computer mediated communication:
WebCT, electronic mail, a list server, and NetMeeting.
We briefly discuss the methods used to evaluate the
distance learning environments experienced by the
graduate students, and make recommendations for future
research and educational practice in distance learning
environments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pullen:2000:TCM,
author = "J. Mark Pullen and Eugene Norris and Mark Fix",
title = "Teaching {C++} in a multi-user virtual environment",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "60--64",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355376",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Internet has opened tremendous possibilities for
distance education, where teachers and students can be
distributed worldwide. However, much of today's
Internet-based teaching is limited to student access of
Web-based multimedia documents. In this paper we
describe new dimensions in distributed education that
are possible in synchronous sessions where the students
interact with the teacher in real time. We review and
elaborate on the nature of the MUVE, a spatially
oriented, network-accessed software environment that
uses persistent object technology to promote student
creativity and allow continuity between online
sessions. We describe our experiences in using a MUVE
to enable distributed education at the college level in
graduate and undergraduate courses, and its use with
high school students in the DARPA Computer-Assisted
Education and Training Initiative (CAETI).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bravo:2000:DSC,
author = "C. Bravo and M. A. Redondo and M. Ortega and J.
Bravo",
title = "{DOMOSIMCOL}: a simulation collaborative environment
for the learning of domotic design",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "65--67",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355377",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/Contrib.bib",
abstract = "The learning systems based on the solution of real
projects have proved to be efficient in the different
educational levels. With the use of simulation
environments these systems achieve a combination
between the student monitoring and discovery learning.
In this work we present tools that enable the creation
of a plan in a collaborative way and the use of
simulation in learning communities to the solution of
design problems applied to the domotics domain",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Elkateeb:2000:WBM,
author = "Ali Elkateeb and Ala Awad",
title = "A {WWW}-based multimedia center for learning data
communications --- phase 1",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "68--73",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355378",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The use of multimedia in education has become an
important element to improve the quality of education
and to reduce the cost of the educational system. In
addition, the students got the benefit of learning and
understanding the material better than in the
conventional way. In this work, a learning package
called ``Data Communications Learning Center'' (DCLC)
has been developed and tested. The main objective of
this center is to help university students and others
to learn data communication concepts, architectures and
operations. The center is a world wide web (www) based,
and it allows any student that uses a standard modem
for the Internet access to use our center. The center
has been developed to be easy to use. The initial
evaluation of the center examined by a few students
have complemented that the center has improved their
understanding to some data communication concepts which
the center already supports. Although our intention is
to support one topic at the first stage of this
project, one can easily add other topics to the center.
Any professor who is willing to put his course in the
center can achieve this without any prior knowledge
about the internal design of the center.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Schaub:2000:TJG,
author = "Stephen Schaub",
title = "Teaching {Java} with Graphics in {CS1}",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "71--73",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.571919",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper discusses an approach to teaching basic
object-oriented concepts in CS1 using Java graphics.
Students first use a simplified turtle graphics API to
explore introductory programming issues. Later, they
see a real-world example of how inheritance can be used
to add functionality to the standard Java Abstracting
Windowing Toolkit, to facilitate the construction of
sophisticated graphics applications.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McGuffee:2000:DCS,
author = "James W. McGuffee",
title = "Defining computer science",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "74--76",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355379",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper explores the use and purpose of a
definition of computer science from the perspective of
an undergraduate student. In order to gain access to
the topic, the nature and purpose of definitions are
explored. Historical examples of computer science
definitions are given. The paper concludes with an
examination of how students define computer science and
how we should use these definitions in computer science
education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lorenzen:2000:PYE,
author = "Torben Lorenzen",
title = "Publish your {Excel} grade book on the {Web}",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "77--78",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355380",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "I have created an Excel spreadsheet to use as my
course grade book. I will begin with an overview of
such a sample grade book that I use in a course,
teaching students about Microsoft Office. I will then
tell you how I use the grade book, the equations that
make it work, how to download it from the web, and
finally how to modify it.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Soklic:2000:ICP,
author = "Milan E. Soklic",
title = "Impact of computing platforms on the performance of
the asymmetric traveling salesman problem",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "79--81",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355381",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This article discusses a serial and a parallel version
of a heuristic algorithm for a solution to the
traveling salesman problem, implementation of these
algorithms, and their performance in terms of finding
the most favorable solution, and an average solution.
The algorithms implemented in C sequential programming
language, and in Occam concurrent programming language
were run on different computing platforms to study
their impact on the comparative value of the solutions
each platform provided. The programs were tested on
reference data from TSPLIB data files, a collection of
sample instances of traveling salesman problem.
Experimental results, using asymmetric cost matrix,
indicate good performance compared to the optimal
solutions provided in the TSPLIB reference library.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Li:2000:MNT,
author = "Ming-Sun Li and Marcus Wright",
title = "On a modified nine-tails problem",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "82--82",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355382",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roberts:2000:CEI,
author = "Eric Roberts",
title = "Computing education and the information technology
workforce",
journal = j-SIGCSE,
volume = "32",
number = "2",
pages = "83--90",
month = jun,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/355354.355383",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:42 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shi:2000:MAS,
author = "Hongchi Shi and Yi Shang and Su-Shing Chen",
title = "A multi-agent system for computer science education",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "1--4",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343051",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we present a multi-agent system for
supporting student-centered, self-paced, and highly
interactive learning in undergraduate computer science
education. The system is based on a hybrid
problem-based and case-based learning model, for both
creative problem solving and mechanical experience
simulation. It aims at enhancing the effectiveness of
the undergraduate learning experience in computer
science. Implemented using the prevalent Internet, Web,
and digital library technologies, the system adopts an
open architecture design and targets at large-scale,
distributed operations. In the initial implementation
of the system, a number of prototypes using different
Java-based software environments have been developed.
They offer tradeoffs in system performance and design
complexity.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Culwin:2000:LWB,
author = "Fintan Culwin",
title = "{Lecturelets}: {web} based {Java} enabled lectures",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "5--8",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343053",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The traditional lecture has, for a long time, been
subject to significant criticisms regarding its
learning effectiveness. Despite this it remains popular
and several attempts have been made to transport
aspects of its format to the Web. Many of these
projects appear to have been ill informed and, like
many pedagogic uses of the Web, under evaluated. This
paper describes the design, implementation and
deployment of lecturelets, small low-cost Web hosted
lecture like presentations. One design intention was to
include effective support for their evaluation and the
mechanisms and intentions for this are described.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kumar:2000:DGP,
author = "Amruth Kumar",
title = "Dynamically generating problems on static scope",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "9--12",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343055",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Solving problems is an integral part of learning in
Computer Science. In order to provide students with a
vast supply of problems with which to practice, we
propose to use applets that automatically generate
problems. In this paper, we first discuss the
capabilities required of such applets, and then,
present the design and features of an applet we have
developed to automatically generate problems on static
scope in Pascal.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nelson:2000:TCN,
author = "Daniel Nelson and Yau Man Ng",
title = "Teaching computer networking using open source
software",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "13--16",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343056",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "For the past seven years we have taught a subject
entitled Network Software and Management (NSM) for both
computer science and electrical engineering students.
We discuss the evolution of this subject syllabus in
response to the changing requirements of the workplace
environment, ever improving technology and the need to
combine theory and practice in teaching subjects such
as this. We used open source software exclusively in
our laboratory exercises and we provide the rationale
behind our choice of specific software packages.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bernat:2000:SSR,
author = "Andrew Bernat and Patricia J. Teller and Ann Gates and
Nellie Delgado",
title = "Structuring the student research experience",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "17--20",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343059",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The benefits of working in a research group are clear:
students develop domain expertise, gain an
understanding and appreciation of the research process
and its practice, and acquire team, communication,
problem-solving, and higher-level thinking skills.
Students with this experience are better equipped to
make informed judgments about technical matters and to
communicate and work in teams to solve complex
problems. However, it is difficult to provide a quality
experience to large numbers of students, particularly
to students of differing abilities. The Systems and
Software Engineering Affinity Research Group model
provides a socialization mechanism and infrastructure
that supports the development and management of large
research groups that engage undergraduate and graduate
students, who have a wide range of skill levels and
experiences, in research and projects. This
non-hierarchical model integrates students into both
small research groups and an encompassing large
research group, and uses structured activities to
develop their research, technical, communication, and
group skills. In this paper we introduce the model and
report how the model meets independently developed Best
Practice guidelines for student research experiences
and we provide indicators of success for use by other
projects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kolikant:2000:AS,
author = "Yifat Ben-David Kolikant and Mordechai Ben-Ari and
Sarah Pollack",
title = "The anthropology semaphores",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "21--24",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343061",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes research into the conceptions of
students studying concurrency, using qualitative
methods that originated in anthropological field work.
We were able to obtain a deep understanding of
students' mental models of semaphores: they construct
consistent, though non-viable, models of semaphores,
and they use them in patterns without understanding the
synchronization context. We used the results to improve
our teaching of concurrency, for example, by carefully
defining the semaphore model and exercising the model
outside of a problem-solving context.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hagan:2000:DIH,
author = "Dianne Hagan and Selby Markham",
title = "Does it help to have some programming experience
before beginning a computing degree program?",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "25--28",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343063",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "There is an intuitive perception that students with
prior programming experience have an initial advantage
in an introductory programming course, but that this
advantage may decrease over the duration of the course
if the style of programming is different from what the
student has learnt previously. This paper reports on a
study that indicates that students who have experience
in at least one programming language at the beginning
of an introductory programming course perform
significantly better in the assessment than those with
none, and that the more languages with which a student
has experience, the better the performance tends to
be.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tjaden:2000:WWB,
author = "Bunny J. Tjaden and Brett C. Tjaden",
title = "A worldwide, {Web}-based study of the attitudes of
college freshmen toward computing",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "29--32",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343064",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We propose to initiate a worldwide survey of colleges
and universities to re-evaluate attitudes of students
toward computing courses. In 1985, a study of college
freshmen was conducted to determine their attitudes
toward introductory computer science courses [10]. At
that time, access to and experience with computers was
not the norm for the typical student about to enter the
university. The 1985 study found that females, as well
as students with no computer experience, reported the
most negative encounters with computing. We intend to
expand the original study, delving into whether or not
the programming language learned, compiler and
operating system used, peer and parental attitudes, as
well as other factors, influence a student's attitude
toward computing. We are particularly interested in
examining these attitudes from the standpoint of women
and minorities, those who are still least likely to
have prior, in-depth computer experience. Additionally,
with the ease of communication due to email and the
internet, we believe it is of interest to computing
educators worldwide to participate in such a study. We
will provide a survey instrument, a set of World Wide
Web tools, and a database. Faculty and their classes
from around the world will be encouraged to
participate. Each institution will be able to
immediately compare the profile of their students with
those of other schools. We will provide search
capabilities on several key fields in order to
facilitate participant data analysis. We foresee the
results of our survey generating a dialogue among
educators and possibly changing the direction of and/or
way in which computer science is taught.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Exton:2000:ETA,
author = "Chris Exton",
title = "{Elucidate}: a tool to aid comprehension of concurrent
object oriented execution",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "33--36",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343066",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The adoption of concurrent programming techniques into
mainstream system development has brought with it a
problem in software comprehension. Stepping through the
code is no longer adequate to ensure a student's
understanding of how a concurrent program will execute.
Elucidate attempts to rectify this inadequacy by giving
the student the ability to dynamically explore the
various threads of execution and event order of an
executing concurrent program. The student can gain an
understanding of the threads of control and how they
relate to classes, object instantiation, destruction
and method invocation. Elucidate adds a layer of
abstraction that is capable of clearly exhibiting to
the student many of the underlying problems associated
with concurrent programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2000:AAA,
author = "Guido R{\"o}{\ss}ling and Markus Sch{\"u}er and Bernd
Freisleben",
title = "The {ANIMAL} algorithm animation tool",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "37--40",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343069",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we present Animal, a new tool for
developing animations to be used in lectures. Animal
offers a small but powerful set of graphical operators.
Animations are generated using a visual editor, by
scripting or via API calls. All animations can be
edited visually. Animal supports source and pseudo code
inclusion and highlighting as well as precise
user-defined delays between actions. The paper
evaluates the functionality of Animal in comparison to
other animation tools.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dann:2000:MCP,
author = "Wanda Dann and Stephen Cooper and Randy Pausch",
title = "Making the connection: programming with animated small
world",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "41--44",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343070",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In learning to program, students must gain an
understanding of how their program works. They need to
make a connection between what they have written and
what the program actually does. Otherwise, students
have trouble figuring out what went wrong when things
do not work. One factor that contributes to making this
connection is an ability to visualize a program's state
and how it changes when the program is executed. In
this paper, we present Alice, a 3-D interactive
animation environment. Alice provides a graphic
visualization of a program's state in an animated small
world and thereby supports the beginning programmer in
learning to construct and debug programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Raner:2000:TOO,
author = "Mirko Raner",
title = "Teaching object-orientation with the {Object
Visualization and Annotation Language (OVAL)}",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "45--48",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343071",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Object-oriented techniques and technologies are
omnipresent in all branches of modern software
development and systems design. Still today there is an
enormous demand for training in the area of
object-oriented analysis, design and programming.
Several languages and notations have been developed for
the visual presentation of object-oriented ideas and
designs (eg, the Booch method [1], OMT [3] or the
emerging standard UML [4]). Such languages or notations
are an excellent means of communication and
documentation amongst experts. However, for novice
trainings they are not very suitable. Instead, they
raise additional difficulties: not only a large number
of new ideas and a new way of thinking has to be
learned, but also a highly non-intuitive graphic
notation to present these ideas. The newly developed
Object Visualization and Annotation Language (OVAL) is
a simple illustrative notation which aims at OO
novices. It visualizes the key ideas of
object-orientation in a very intuitive way and was
especially designed to assist in the process of
teaching the way of object-oriented thinking.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dick:2000:TTS,
author = "Martin Dick and Margot Postema and Jan Miller",
title = "Teaching tools for software engineering education",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "49--52",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343072",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper examines a set of teaching tools in the
Software Engineering Practice course at Monash
University. Analyzing various aspects of the course and
student survey response to their value provides
evaluation of the overall success of the tools. The
paper demonstrates that a successful teaching program
needs to combine a range of teaching tools to achieve
its aims.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hilburn:2000:TNP,
author = "Thomas B. Hilburn",
title = "Teams need a process!",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "53--56",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343074",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper begins with a discussion of the importance
of software development and the problems encountered by
those trying to work effectively on software project
teams. It is argued that for students to be effective
in working on teams they need the discipline and
organization offered by a rigorous team software
process. The author describes his experiences in using
the Team Software Process (TSP) to teach an
introductory course in software engineering. The
structure and key elements of the process are
presented, along with techniques used in selecting and
forming teams. The paper examines the TSP quality
assurance features and finishes with a discussion of
the techniques used to acquire feedback and to evaluate
the affect of the TSP on student learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Abi-Raad:2000:SAA,
author = "Maurice Abi-Raad",
title = "Systems analysis with attitude!",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "57--60",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343075",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Have you ever been overruled by your students in
critical decisions relating to their learning? Have you
ever attended your own classes as a guest consultant
with pre-defined scope of input? Have you ever suffered
from the fact that each student is different, and you
have a standard program for all? Have you ever
empowered your students, and watch them exceed your
expectation? The only important question is whether you
have the courage to throw out your safety nets and Do
It. For those who are looking to be involved in an
exciting, challenging, stimulating and rewarding
teaching exercise, Systems Analysis with attitude is
definitely it. Interested! We were too when we
attempted this experiment that we do recommend to
colleagues in this always-evolving analysis
discipline.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Faulkner:2000:EUE,
author = "Xristine Faulkner and Fintan Culwin",
title = "Enter the usability engineer: integrating {HCI} and
software engineering",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "61--64",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343076",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper examines the role of Human Computer
Interaction in the context of the Computer Science and
Software Engineering curricula. We suggest there needs
to be much more integration between Computer Science
and HCI. We believe this can be brought about by
adopting HCI as the underlying principle to the
development of systems. Usability engineering would
provide the necessary framework for the development of
usable systems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Normark:2000:SWB,
author = "Kurt N{\o}rmark",
title = "A suite of {WWW}-based tools for advanced course
management",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "65--68",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343078",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A collection of tools for creation of advanced and
comprehensive course home pages is presented. The tools
cover the spectrum from course overview pages and
hypertext teaching materials to interactive services
that support the teaching activities during the course.
From the teacher's perspective the tools allow for
abstraction from details and automation of routine work
in the authoring process. Seen from a student's
perspective the comprehensive linking of course plans,
teaching material, and interactive services provides
for a valuable organization of a large body of
information.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ou:2000:IIW,
author = "Kuo-Liang Ou and Gwo-Dong Chen and Chen-Chung Liu and
Baw-Jhiune Liu",
title = "Instructional instruments for {Web} group learning
systems: the grouping, intervention, and strategy",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "69--72",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343079",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Owing to the lack of face-to-face interactions,
students using a web-based learning system are likely
to study alone and with relatively little classmate
support and pressure. Teachers in a web-based learning
system may apply the group-learning model to overcome
this problem. Therefore, teachers first need to
organize, manage, and monitor the group learning.
Additionally, they must take appropriate actions based
on teaching strategies to improve the learning
achievements of the students. To perform these tasks
effectively, the teachers must obtain relevant
information by searching and analyzing the huge amount
of web-access logs or by monitoring web interactions.
This will be burdensome and difficult to do well for
the teachers. This work presents novel methodologies
for developing instruments to assist teachers in
performing grouping, intervention and strategy
analysis. The proposed methodologies apply data mining
tools provided by existing database management systems.
A tool is initially R developed to assist in organizing
learning groups according to teacher specifications.
Database techniques, including multidimensional cube,
are then applied to make student web logs meaningful
and helpful to teachers in managing group learning. The
associate rule mining tool is finally employed to
assist teachers in analyzing their pedagogical
strategies. These tools relieve the teacher of tedious
data collection and analysis, and thus can focus on
managing the groups to promote student learning
achievement.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Khuri:2000:IPL,
author = "Sami Khuri and Hsiu-Chin Hsu",
title = "Interactive packages for learning image compression
algorithms",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "73--76",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343081",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper introduces three interactive packages for
learning image compression algorithms. The first two
packages, RLE and Quadtree, animate bitmap image
compression algorithms, and the third package, JPEG, is
a tutorial about the Joint Photographic Expert Group
(JPEG) standard. The goal in designing and developing
the packages was to provide instructors with tutorial
and demonstration tools for teaching various
interesting algorithms to students in CS1/CS2, Data
Structures and Algorithms, Data Compression and Image
Processing courses. The packages visualize image
compression algorithms by displaying their different
states of execution, using different colors to
highlight the important areas, and providing textual
explanations to help users understand the
visualization. All three packages are interactive,
platform-independent, and easy to use.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Klassner:2000:CWD,
author = "Frank Klassner",
title = "Can {Web} development courses avoid obsolescence?",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "77--80",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343083",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Yes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2000:CEE,
author = "David Ginat",
title = "Colorful examples for elaborating exploration of
regularities in high-school {CS1}",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "81--84",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343085",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Exploration of regularities is a key element in
problem analysis --- the primary stage of algorithm
design. The recognition of regularities during problem
analysis elicits underlying principles of the design.
While university teachers are well aware of the
significance of regularities, high-school computer
science teachers often fail to appreciate it, and focus
on technical details of program design and
implementation. We believe that the elaboration of
regularities in high-school computer science education
enhances teachers' and students' scientific conception
of computer science. In this paper we present an
approach for elaborating the role of regularities. The
elaboration is done by directing the students, at the
primary stage of problem analysis, to look for problem
characteristics from various angles, in different ways,
and for diverse tasks. Our approach is based on
colorful and attractive examples, which include
challenging problems and games, often with physical
objects. Such examples enrich the students' intuition,
and leave a long-term imprint.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Weber-Wulff:2000:CCW,
author = "Debora Weber-Wulff",
title = "Combating the code warrior: a different sort of
programming instruction",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "85--88",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343088",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Many CS101 courses purport to teach object-oriented
programming, but many seem to be directly translated
from traditional structured programming courses. Lynn
Andrea Stein's ``Rethinking CS101'' program at MIT
offers a radically different approach to teaching OO
programming by concentrating on the interactive aspects
of object-oriented systems. This approach has the added
advantage that students who have previously learned
``programming'' must also relearn how to approach the
problems involved in programming interactive systems.
This paper reports on the author's use of this concept
outside of MIT, with encouraging results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Zeller:2000:MSR,
author = "Andreas Zeller",
title = "Making students read and review code",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "89--92",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343090",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Praktomat system allows students to read, review,
and assess each other's programs in order to improve
quality and style. After a successful submission, the
student can retrieve and review a program of some
fellow student selected by Praktomat. After the review
is complete, the student may obtain reviews and
re-submit improved versions of his program. The
reviewing process is independent of grading; the risk
of plagiarism is narrowed by personalized assignments
and automatic testing of submitted programs. In a
survey, more than two thirds of the students affirmed
that reading each other's programs improved their
program quality; this is also confirmed by statistical
data.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Greening:2000:SSF,
author = "Tony Greening",
title = "Students seen flocking in programming assignments",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "93--96",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343091",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Programming assignments are typically constructed with
great precision, in order to ensure that students
traverse the important content areas in the unit. This
paper makes a case for an ``ill-defined'', large
programming task by presenting experiences with an
assignment based on flocking behavior. Providing
students meet the criteria that their artificial life
forms clearly exhibit flocking behavior, they become
responsible for defining the exact nature of the task.
The success of this approach is partly measured by the
ability of novice programmers who fully engage with the
course material to produce spectacular results. The
paper includes a discussion of the philosophical
requirements for adopting such an approach within a
programming unit.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Koppleman:2000:TPD,
author = "Herman Koppleman and Charles P. A. G. van der Mast and
Elisabeth M. A. G. van Dijk and Gerrit C. van der
Veer",
title = "Team projects in distance education: a case in {HCI}
design",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "97--100",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343092",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Until recently it was difficult to incorporate team
projects in distance education. Nowadays, however, new
technology is available which allows for distance
teamwork. In this paper we will describe a
project-oriented course on human-computer interaction.
The course is meant for computer science students in
distance education. A serious restriction is caused by
the fact that the students study at home, where they
usually only have a slow connection to Internet at
their disposal. We will focus on the way we structured
the course to make distance teamwork possible.
Furthermore the tools we offered the students will be
discussed. Finally, in the paper we will present the
first experiences gained in a pilot project with 12
computer science students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pullen:2000:IBL,
author = "J. Mark Pullen",
title = "The {Internet}-based lecture: converging teaching and
technology",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "101--104",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343094",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Network-based distributed education is a reality
today. At George Mason University, we have been
pursuing a capability beyond the widespread practice of
supporting courses with webpages: delivering lectures
and seminars in real time, over the Internet. This
paper describes the range of distributed education
technologies available today, focusing on issues of
instructor presentation, student participation, and
temporal qualities of response to student questions.
The analysis supports our selection of desktop
audiographics for synchronous Internet-based course
delivery. Courses that have been presented in this mode
are described, along with factors influencing their
success and factors in student participation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{vonWright:2000:DTS,
author = "Joakim von Wright",
title = "Distance tutorials in a systems design course",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "105--107",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343123",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An experiment with distance technology in a
second-year Object-Oriented Systems Design course is
described. Video and computer conferencing were used in
tutorial sessions where a teacher and a student group
developed and discussed solutions (both textual and
graphical) to systems design problems. The experiment
is evaluated, both from a technical, an economic and an
educational point of view.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rosbottom:2000:GML,
author = "John Rosbottom and Jonathan Crellin and Dave Fysh",
title = "A generic model for on-line learning",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "108--111",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343131",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe a generic model for on-line learning which
has been used to develop a course unit in Computer
Science, and to evaluate a course unit in Economics.
The model may be used to produce a template for on-line
learning resources. Alternatively a template developed
intuitively by an experienced teacher may be evaluated
using the generic model. Using these approaches both
the model and the template may be refined. We also
study the use of the model and templates as ways of
disseminating web-based on-line learning among
colleagues in Economics and Computer Science
departments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chalk:2000:ALS,
author = "Peter Chalk",
title = "Apprenticeship learning of software engineering using
{Webworlds}",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "112--115",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343132",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "There is an increasing use of the World Wide Web in
the teaching of topics in computer science. Many
examples involving animation have been reported and
other modeling environments (or 'Webworlds'), such as
diagramming tools, are emerging. The software
engineering curriculum includes topics such as testing
and design, which can be supported by graphical
editors. This paper presents three examples of software
produced to support learning in this area and a
detailed analysis of the results of one pilot research
study. Taken as a whole, the evidence is argued to
support the case for apprenticeship learning and that
the Web provides an opportunity to exploit this, if
collaborative and other tools properly scaffold it.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Spalter:2000:IIC,
author = "Anne Morgan Spalter and Rosemary Michelle Simpson",
title = "Integrating interactive computer-based learning
experiences into established curricula: a case study",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "116--119",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343134",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Educators who wish to integrate interactive
computer-based learning experiences into established
courses must contend not only with the difficulty of
creating quality digital content but with the often
equally difficult challenge of reconfiguring their
courses to use such materials. We describe our
experiences with the Exploratories Project at Brown
University [8] and the use of exploratories in an
introductory computer graphics programming course [4].
We offer examples of both success and failure, with the
goal of helping other educators avoid both painful
mistakes and lost time spent coping with unforeseen
logistical and pedagogical concerns. Among the lessons
we learned: planning can't begin too early for the
integration of such materials into an established
curriculum, and all possible methods of integration
should be considered before committing to any specific
approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shang:2000:ATC,
author = "Yi Shang and Hongchi Shi and Su-Shing Chen",
title = "Agent technology in computer science and engineering
curriculum",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "120--123",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343137",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In recent years, agent technology has been used
increasingly in information management and distributed
computing. A CSE curriculum that cultivates the
knowledge of agent technology will increase the
likelihood that the next generation of IT professionals
have the background needed to design and develop
software systems that are scalable, reliable,
adaptable, and secure. In this paper, we present the
rationale and our practice in incorporating agent
technology into the CSE curriculum. We develop
agent-based teaching materials and software modules and
apply them to existing CSE courses including artificial
intelligence, parallel and distributed processing,
networking, and software engineering. Promising results
have been obtained in teaching two graduate level
courses using agent components.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carr:2000:PCL,
author = "Steve Carr and Ching-Kuang Shene",
title = "A portable class library for teaching multithreaded
programming",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "124--127",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343138",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Last:2000:ISF,
author = "Mary Z. Last and Mats Daniels and Vicki L. Almstrum
and Carl Erickson and Bruce Klein",
title = "An international student\slash faculty collaboration:
the Runestone project",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "128--131",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343140",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Students of today need to be prepared to work in
globally distributed organizations. Part of that
preparation involves teaching students to work
effectively in teams to solve problems. Students also
must be able to work with individuals located at
distant sites where there is no or very little
face-to-face interaction. The Runestone project, an
international collaboration between two universities,
adds new dimensions to student teamwork, requiring
students to handle collaboration that is remote,
cross-cultural, and technically challenging. Runestone
is a three-year project funded by the Swedish Council
for the Renewal of Undergraduate Education. A pilot
study in 1998 was followed by a full-scale
implementation in 1999 with another implementation
ongoing in 2000.Each time this global cooperation
project is run, both students and faculty learn
important lessons in how to work with each other in a
virtual environment. This paper discusses both student
and faculty learning outcomes for Runestone 1999.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kelemen:2000:OCB,
author = "Charles Kelemen and Allen Tucker and Peter Henderson
and Owen Astrachan and Kim Bruce",
title = "Has our curriculum become math-phobic? (an {American}
perspective)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "132--135",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343143",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We are concerned about a view in undergraduate
computer science education, especially in the early
courses, that it's okay to be math-phobic and still
prepare oneself to become a computer scientist. Our
view is the contrary: that any serious study of
computer science requires students to achieve
mathematical maturity (especially in discrete
mathematics) early in their undergraduate studies, thus
becoming well-prepared to integrate mathematical ideas,
notations, and methodologies throughout their study of
computer science. A major curricular implication of
this theme is that the prerequisite expectations and
conceptual level of the first discrete mathematics
course should be the same as it is for the first
calculus course --- secondary school pre-calculus and
trigonometry. Ultimately, calculus, linear algebra, and
statistics are also essential for computer science
majors, but none should occur earlier than discrete
mathematics. This paper explains our concerns and
outlines our response as a series of examples and
recommendations for future action.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wu:2000:EPN,
author = "Congxin Wu and Bokan Zhang",
title = "Embedding problem of noncompact fuzzy number space {E}
{(II)}",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "135--142",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343062",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davy:2000:SWB,
author = "J. R. Davy and K. Audin and M. Barkham and C. Joyner",
title = "Student well-being in a computing department",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "136--139",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343145",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe a project exploring the relationships
between factors in the learning environment, student
well-being and learning outcomes, in the context of a
Computing department. A range of established
psychometric tests identified areas of unhelpful stress
in the working environment and measures were
implemented to rectify these. A significant improvement
in measured student well-being followed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Maj:2000:CTT,
author = "S. P. Maj and D. Veal and P. Charlesworth",
title = "Is computer technology taught upside down?",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "140--143",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343147",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "There has been a continuing fragmentation of
traditional computer science into other disciplines
such as Multimedia, e-commerce, software engineering
etc. In this context the standard computer technology
curriculum designed for computer science students is in
danger of becoming perceived as increasingly irrelevant
--- both by students and employers. The authors review
expectations of both students and employers, as
determined by market analysis, and present the results
of implementing one possible solution to providing an
introductory computer technology curriculum suitable
not only for students from other disciplines but also
as a basis for Computer Science majors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Odekirk:2000:TSC,
author = "Elizabeth Odekirk and Dominic Jones and Peter Jensen",
title = "Three semesters of {CSO} using {Java}: assignments and
experiences",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "144--147",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343148",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A CSO class with heavy lab emphasis was developed at
the University of Utah in the summer of 1998. It has
been taught three times by different instructors to
students who were diverse in background, gender, and
skill level. The culmination of these efforts is a set
of original labs which can be divided into several
chronological categories: a gentle introduction,
computation and events, interaction and graphical user
interfaces, algorithms, object-oriented programming,
and Java specific issues. These labs encompassed
several themes which guided the curriculum in all three
semesters: creativity, visual and interactive methods,
and breadth. This paper is a combined summary of these
experiences.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fagin:2000:UAB,
author = "Barry Fagin",
title = "Using {Ada}-based robotics to teach computer science",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "148--151",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343150",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hosny:2000:IJB,
author = "H. Hosny and O. Khaled and M. E. Fathalla",
title = "{ILE}: a {Java}-based environment for {CS} courses",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "152--155",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343152",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper provides an overview of the Interactive Lab
Environment (ILE) project and a report on its current
status and future directions. ILE is the framework of a
customized interactive lab environment for computing
concepts and courseware that we developed for our
department using Java. In essence ILE is a
well-managed, networked set of resources that offers
its users a collection of tools. The most significant
of these tools are the flexible routes through an
interactive learning environment combining the
presentation of course information and notes,
executable examples of learning materials, visual tools
for presenting new concepts that are otherwise hard to
visualize, and a quick means of communication within
the academic unit. In addition to the ILE framework
itself and a few course material demos, two interactive
components were developed and implemented thus far,
both of which are visual tools but with differing
degrees of abstraction and disclosure.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Raab:2000:PPT,
author = "Jeff Raab and Richard Rasala and Viera K. Proulx",
title = "Pedagogical power tools for teaching {Java}",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "156--159",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343155",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe a Java toolkit that is designed to support
the creation of powerful and extensible GUI interfaces
during the first year computer science course. The
goals of this toolkit are to provide: $ \bullet $ an
infrastructure for creating well designed programs that
illustrates the concepts of computer science and its
practical applications $ \bullet $ an environment for
learning the basic ideas of interface design and for
experimenting with a variety of designs $ \bullet $ a
paradigm for building interfaces in Java that scales
from individual data items to large structures, using
recursively displayable container classes.
Additionally, the toolkit classes themselves can be
studied as examples of proper object oriented design,
and of building event listeners.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Korhonen:2000:ASA,
author = "Ari Korhonen and Lauri Malmi",
title = "Algorithm simulation with automatic assessment",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "160--163",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343157",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Visualization is a useful aid for understanding the
working of algorithms. Therefore many interactive
algorithm animation tools have been developed. However,
students may misinterpret the visualization and
therefore the correctness of their interpretation
should be confirmed by tests supplemented with
feedback. In this paper, a learning environment for
data structures and algorithms is presented. The
combination of algorithm animation and simulation with
automatic assessment provides a way to give meaningful
feedback to the students. Our experience shows that
this combination is of great value for the students
studying algorithms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jackson:2000:SAA,
author = "David Jackson",
title = "A semi-automated approach to online assessment",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "164--167",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343160",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Desirable though fully automated assessment of student
programming assignments is, it is an area that is beset
by difficulties. While it is not contested that some
aspects of assessment can be performed much more
efficiently and accurately by computer, there are many
others that still require human involvement. We have
therefore designed a system that combines the strengths
of the two approaches, the assessment software calling
upon the skills of the human tutor where necessary to
make sensible judgements. The technique has been used
successfully on a systems programming course for
several years, and student feedback has been
supportive.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{English:2000:EAA,
author = "John English and Phil Siviter",
title = "Experience with an automatically assessed course",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "168--171",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343161",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes our experiences of developing and
running an introductory module for first year Computing
undergraduates. The 'Supporting Technologies' module is
intended to equip students with basic computing skills
that they will need for the rest of their course. A
novel feature of the work discussed here is that
several different automated assessment tools and
techniques are integrated into a common framework
sharing a common results database. This allows a wide
range of different assessment formats within the same
module framework.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Greening:2000:CDD,
author = "Tony Greening and Glenn Stevens and David Stratton",
title = "A case for data-driven testing",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "172--175",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343163",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a novel approach to the on-line
assessment of large groups of students, in which it may
be desirable to maintain common questions between the
groups. It is clear from the literature that computer
based assessment has the potential to dramatically
reduce the effort involved in testing and marking
however problems arise where the cohort of students is
larger than the number of available computers. However,
the opposite situation is often true in practice, due
to the perceived need to design multiple tests. The
solution described here uses a small computer
laboratory (20 machines) to administer a test to a
series of groups of students in existing lab sessions.
Each group receives the same set of questions but the
data to which the questions apply, and hence the test
answers, vary from group to group. The data from tests
that have been applied to students is analysed to
determine whether discussions with early candidates
have influenced the performance of students in later
testing sessions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sutinen:2000:FCP,
author = "Erkki Sutinen",
title = "Future challenges in program visualization (panel
session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "176--177",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343165",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "As an interdisciplinary topic, program visualization
research needs a comprehensive approach, in order to be
useful for college education and research, as well as
software engineering. This main challenge consists of
several aspects, like developing efficient
visualization techniques, composing attractive pilot
environments, analyzing visualizations from the
cognitive point of view, creating functional taxonomies
to compare various environments, supporting teamwork in
algorithm design and programming, and designing field
testing methods to evaluate a given visualization
environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Klein:2000:TII,
author = "Bruce J. Klein and Mats Daniels and Dianne Hagan and
Anders Berglund and Annegret Goold and Mary Last and
Tony Clear and Erkki Sutinen",
title = "Teaching inter-institutional courses (panel session):
sharing challenges and resources",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "178--179",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343166",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boyle:2000:DIT,
author = "Robert Boyle",
title = "Do it themselves",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "180--180",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343169",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ellis:2000:TMD,
author = "Ainslie Ellis",
title = "Toolbook multimedia demonstrations for {Java}
programming",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "181--181",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343174",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a set of multimedia
demonstrations built to facilitate the learning of
introductory Java programming. They provide
demonstrations of complex processes and concepts that
are difficult, if not impossible, to present using more
traditional media used in lectures.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gerhardt-Powals:2000:GLN,
author = "Jill Gerhardt-Powals",
title = "Have a great lab without needing roller skates",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "182--182",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343175",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hobbs:2000:EGL,
author = "Mike Hobbs",
title = "Email groups for learning and assessment",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "183--183",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343177",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Holliday:2000:KBS,
author = "Mark A. Holliday",
title = "A kernel-based synchronization assignment for the
operating systems course",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "184--184",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343180",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Anderson:2000:AVU,
author = "Jay Martin Anderson",
title = "Algorithm visualization using {QuickTime} movies for
student interaction (poster session).: algorithms from
computational geometry",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "185--185",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343182",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barros:2000:VAC,
author = "Jo{\~a}o Paulo Barros and Rui Pais",
title = "A versatile assignment in {CS} 2 (poster session): a
file compression utility based on the {Huffman} code",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "185--185",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343183",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bland:2000:APL,
author = "Constance G. Bland and Pamela B. Lawhead",
title = "Agents, profiles, learning styles and tutors (poster
session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "185--185",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343184",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Burgos:2000:ASD,
author = "J. M. Burgos and J. Galve and J. Garc{\'\i}a and J. J.
Moreno and S. Mu{\~n}oz and D. Vill{\'e}n",
title = "Abstract solution design by specification refinement",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "186--186",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343186",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carter:2000:WSS,
author = "Janet Carter",
title = "What the students said about plagiarism",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "186--186",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343188",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chang:2000:DLP,
author = "Chih-Kai Chang",
title = "Discovering learning patterns from {Web} logs by
concept transformation analysis (poster session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "186--187",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343204",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chong:2000:MMC,
author = "Ng S. T. Chong and Masao Sakauchi",
title = "A multi-modal chat for coordinated interaction (poster
session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "187--187",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343205",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davidovic:2000:SEB,
author = "Alex Davidovic and James Warren and Elena Tricina",
title = "Structural example-based adaptive tutoring system
(poster session) {(SEATS)}",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "187--187",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343208",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Delgado:2000:EKE,
author = "Gladys Garc{\'\i}a Delgado",
title = "Ethical knowledge for an electronic era (poster
session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "187--188",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343210",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Eremin:2000:SSL,
author = "Evgeny Eremin",
title = "Software system to learn objects (poster session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "188--188",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343212",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goold:2000:UBC,
author = "Annegret Goold and Russell Rimmer",
title = "Undergraduates in business computing and computer
science (poster session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "188--188",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343214",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hagan:2000:UBT,
author = "Dianne Hagan",
title = "Using {BlueJ} to teach {Java} (poster session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "188--189",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343216",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kajaval:2000:PGI,
author = "Jorma Kajaval and Rauno Varonen",
title = "The professional growth of {ICT} experts through
progressive sandwich training (poster session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "189--189",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343218",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Koldehofe:2000:LPS,
author = "Boris Koldehofe and Marina Papatriantafilou and
Philippas Tsigas",
title = "{LYDIAN} (poster session): an extensible educational
animation environment for distributed algorithms",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "189--189",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343220",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kosa:2000:DAD,
author = "Martha J. Kosa",
title = "Distributed algorithms in the discrete mathematics
course (poster session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "189--190",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343222",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Manne:2000:CCP,
author = "Fredrik Manne",
title = "Competing in computing (poster session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "190--190",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343223",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mento:2000:IMT,
author = "Barbara Mento and Donna Tupper and Kathleen Harmeyer
and Sylvia Sorkin",
title = "{Internet} and multimedia technology curriculum
development (poster session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "190--191",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343225",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Odekirk:2000:ASP,
author = "Elizabeth Odekirk",
title = "Analyzing student programs (poster session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "191--191",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343226",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2000:TPS,
author = "Guido R{\"o}{\ss}ling and Bernd Freisleben",
title = "{TOPKAPI} (poster session): a tool for performing
knowledge tests over the {WWW}",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "191--191",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343227",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Satrazemi:2000:TEE,
author = "M. Satrazemi and V. Dajdiielis",
title = "Telemachus an effective electronic marker of students'
programming assignments (poster session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "191--192",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343231",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Scanlan:2000:SPM,
author = "David A. Scanlan",
title = "Student preference for multimedia-based lectures
(poster session): a preliminary report",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "192--192",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343232",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sheard:2000:SDS,
author = "Judy Sheard and Margot Postema and Selby Markham",
title = "Subject differences in student attitudes to
paper-based and {Web}-based resources (poster
session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "192--193",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343235",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shene:2000:CGU,
author = "Ching-Kuang Shene and John Lowther",
title = "Computing with geometry as an undergraduate course
(poster session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "193--193",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343237",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shene:2000:DPS,
author = "Ching-Kuang Shene and John Lowther",
title = "{DesignMentor} (poster session): a pedagogical tool
for graphics and computer-aided design",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "193--193",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343239",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shin:2000:PTL,
author = "Soo-Bum Shin and In-Hwan Yoo and Chul-Hyun Lee and
Tae-Wuk Lee",
title = "Plan of teaching \& learning for database software
through situated learning (poster session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "193--194",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343241",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sooriamurthi:2000:URT,
author = "Raja Sooriamurthi",
title = "Using recursion as a tool to reinforce functional
abstraction (poster session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "194--194",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343243",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stratton:2000:NPS,
author = "David Stratton",
title = "``Network protocols and services'': a non-specialist
approach to teaching networking (poster session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "194--194",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343245",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Terada:2000:PPS,
author = "Minoru Terada",
title = "Program paper-slide-show (poster session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "194--195",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343246",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thompson:2000:LPM,
author = "Errol Thompson",
title = "Learning process maturity (poster session)",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "195--195",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343244",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yoo:2000:PSD,
author = "In-Hwan Yoo and Soo-Bum Shin and Chul-Hyun Lee and
Tae-Wuk Lee",
title = "Present status and direction of information curriculum
of {Korea}",
journal = j-SIGCSE,
volume = "32",
number = "3",
pages = "195--195",
month = sep,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/353519.343249",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:43 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Williams:2000:DWT,
author = "Michael R. Williams",
title = "Do we teach computer science as religion or as
history?",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "4--5",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369300",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gotterbarn:2000:BUW,
author = "Don Gotterbarn",
title = "On being a {UCITArian}: winning the race to the
bottom",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "6--7",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369302",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2000:MDS,
author = "C. Dianne Martin",
title = "More on the ``dark side'' of computing",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "8--9",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369303",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lee:2000:HCS,
author = "John A. N. Lee",
title = "History in computer science education: across the
curriculum initiatives",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "9--10",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369304",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2000:CVC,
author = "Tony Clear",
title = "Competition versus cooperation: models for computer
education?",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "11--12",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369305",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gorgone:2000:CAV,
author = "John T. Gorgone",
title = "{CSAB} authorizes visits to test {IS\slash IT}
proposed accreditation criteria",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "13--14",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369307",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCauley:2000:CSE,
author = "Ren{\'e}e McCauley",
title = "Computer science education links --- what next?",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "14--15",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369309",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Knox:2000:PPI,
author = "Deborah L. Knox",
title = "A preview of the premier issue of {JERIC}",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "15--16",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369310",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2000:BFT,
author = "Henry M. Walker",
title = "Balancing the forest and the trees in courses",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "17--18",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369311",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gersting:2000:EEIb,
author = "Judith L. Gersting and Frank H. Young",
title = "Experiences with ethical issues: part 2",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "18--19",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369312",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2000:PC,
author = "David Ginat",
title = "Placement calculations",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "20--21",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369313",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shaffer:2000:IBD,
author = "Dale Shaffer",
title = "{Internet}-based distance learning: a
multi-continental perspective",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "22--23",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369314",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pijls:2000:LLP,
author = "Wim Pijls",
title = "{LR} and {LL} parsing: some new points of view",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "24--27",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369315",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The two best known parsing algorithms are LR and LL
parsing respectively. These algorithms are explained
extensively in the vast literature on compiler
construction and formal language theory. In almost any
textbook, LR and LL are regarded as two distinct
methods. In this paper we will show that there exists a
clear relationship between those methods, putting them
into one framework. To our experience, such a framework
is very useful from a didactic point of view. Moreover,
the relationship between LR and LL provides a deeper
insight into each separate method.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Olagunju:2000:RSD,
author = "Amos O. Olagunju",
title = "The role of scientific discovery in teaching and
learning of computer science",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "28--31",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369316",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The importance of the roles of mathematics and
engineering in the use of computers for solving real
world problems cannot be over emphasized. This paper
advocates the engagement of professors with diversified
experiences of the applications of computers in the
real world in teaching lower level computer science
courses such as experiments designed to characterize
Fibonacci and higher order similar sequences. With the
goal of illustrating how scientific discovery
experiments are designed, the paper shows certain
connections between different areas of mathematics and
computer science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Siltaneva:2000:NED,
author = "Jarmo Siltaneva and Erkki M{\"a}kinen",
title = "A note on the expected distribution of degrees in
random binary trees",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "32--33",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369317",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We derive the expected numbers of nodes with 0, 1, and
2 children in random binary trees by using only
elementary methods and concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Al-Salman:2000:CSE,
author = "Abdulmalik S. Al-Salman and Jacob Adeniyi",
title = "Computer science education in a {Saudi Arabian}
university: a comparative study of its {B.Sc.}
program",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "34--39",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369318",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The computer science curriculum at a university in the
Kingdom of Saudi Arabia is described and then compared
to with the CSAC/ABET accreditation criteria. The
comparison is needed to determine the relevance of the
curriculum in view of the dynamism and perturbations
arising from the reality of the real world and
CSAC/ABET criteria. The curriculum emphasizes breadth
and depth in the main areas of computer science
education and makes systems and systems development as
its main subject area of expertise. The policy to adopt
breadth and depth was based on the fact that Saudi
Arabia is a young and rapidly developing country and
computer science education in the country is at its
infancy. The pre-college curriculum in the kingdom is
lacking in computer science. In addition, computer
science is a rapidly developing field. The graduates
from this program were expected to be pioneering
professionals in the emerging market of computer
employment in the kingdom. The curriculum attempts to
serve as a catalyst, providing a platform for
discussion, which hopefully will result into a feedback
to us. We also hope that the curriculum will serve as a
guidance to third world countries which are in the same
circumstances with limited capabilities and resources
who may want to address the critical issues involved in
computer science education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Matos:2000:RRA,
author = "Victor Matos and Rebecca Grasser",
title = "{RELAX} --- the relational algebra pocket calculator
project",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "40--44",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369320",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Database courses benefit from the abundance of
commercial SQL systems available today. Unfortunately,
the same cannot be said about the relational algebra
query language. This article considers a lab experience
to integrate the learning of these two important
topics. In the process of implementing the project, the
student acquires practical knowledge in areas such as
database programming, parsing and compiling, dynamic
SQL code generation, object linking and embedding
technologies (OLE), and problem solving skills using
the framework of relational algebra. This activity is
applied to a traditional second semester database
theory course and appears to be very beneficial to the
student.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reese:2000:UMG,
author = "Donna S. Reese",
title = "Using multiplayer games to teach interprocess
communication mechanisms",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "45--47",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369321",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An advanced operating system (OS) course teaches
students how the OS mechanisms that they have learned
in OS I are implemented. Solaris and Windows NT are
used to illustrate these implementations. This course
covers the major aspects of OS functionality and
addresses both OS design issues and user level
programming issues. The area of inter-process
communication is not conceptually difficult for
students to grasp, but the actual implementation and
use of these concepts requires some practice. For the
past three years, the author has experimented with the
use of multi-player games as a mechanism for teaching
students these programming constructs. This paper
reports on these experiences.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pareja-Flores:2000:LVC,
author = "Crist{\'o}bal Pareja-Flores and J. {\'A}ngel
Vel{\'a}zquez-Iturbide",
title = "Local versus comprehensive assignments: two
complementary approaches",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "48--51",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369322",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Two complementary classes of assignments, local and
comprehensive, are advocated with different goals and
features. The aim of describing both classes of
assignments provides guidance to teachers in their
design. Local assignments ideally provide an in-depth
coverage of only one concept, whereas global ones
ideally provide a breadth coverage of most of the
concepts studied in a period of time. Both classes of
assignments are illustrated with two motivating
programming examples: ``rolling dice'' and ``lights
out,'' respectively.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jacobson:2000:UCE,
author = "Norman Jacobson",
title = "Using on-computer exams to ensure beginning students'
programming competency",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "53--56",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369324",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The first programming course at UC Irvine has
traditionally used graded programming assignments to
assess students' programming competence and readiness
to undertake the programming required in the next
course. Problems with this approach led to replacing
the assignments with on-computer programming exams.
Several improvements in the course and its ability to
reliably meet its goals have resulted.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Grissom:2000:PFI,
author = "Scott Grissom",
title = "A pedagogical framework for introducing {Java I/O} in
{CS1}",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "57--59",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369326",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The role of Java for teaching CS1 has received
considerable attention. A common concern of many
educators is that the Java I/O paradigm is too
challenging for novice programmers and that significant
time must be devoted to the subject. This additional
time may take away from the traditional CS1 content.
Four strategies for teaching Java I/O in CS1 are
reviewed herein. Text-based versus GUI-based
applications represent the two extremes. Advantages and
disadvantages are provided for each approach. A
description of preliminary work to develop a Java
package that makes implementing GUI applications simple
is given, with the objective of preparing students for
the eventual transition to the Java AWT.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Baldwin:2000:STU,
author = "Doug Baldwin",
title = "Some thoughts on undergraduate teaching and the
{Ph.D}.",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "60--62",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369327",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "As the hiring crisis in academic computer science
worsens, many people ask whether faculty whose primary
job is teaching need doctorates. In the past, the
answer would have been ``yes;'' now people increasingly
suggest that it could be ``no.'' I have argued in my
own department for hiring only faculty with doctorates,
because, while the doctorate does not directly train
people to teach, it does seem to correlate with many
characteristics of a good educator. This paper explores
the thinking underlying my view, in hopes that it may
help others clarify the needs and reasoning behind
their own faculty searches.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tymann:2000:MSD,
author = "Paul T. Tymann and G. Michael Schneider",
title = "Modern software development concepts: a new philosophy
for {CS2}",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "63--65",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369329",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we propose a significantly different
approach to CS2, the second course in the undergraduate
computer science curriculum. Rather than a central
focus on the design and implementation of data
structures, we propose that the central focus be on
modern software development concepts such as
object-oriented design, exceptions, GUIs, graphics,
collection classes, threads, and networking. We believe
that these are the important concepts that students
should be exposed to and should use in the second
computer science course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bosse:2000:RWP,
author = "Michael J. Boss{\'e} and N. R. Nandakumar",
title = "Real-world problem-solving, pedagogy, and efficient
programming algorithms in computer education",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "66--69",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369332",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Modern research and curricular reforms equate
pedagogical soundness with the connection of
instructional content with real-world problems.
Software engineers facing real-world computer problems
are continually concerned with the efficiency of the
program that they write. Divorcing programming concerns
from efficiency unsatisfactorily presents the
responsibilities and full concerns of computer
programmers. Therefore, when programming tasks are
simplified to avoid concerns for efficiency, the
assignments become antiseptic, lose the nature of
real-world problems, and become inconsistent with the
true nature of computer programming concerns. This
brief investigation considers real-world problems,
pedagogy within computer programming education, and the
often-missed consideration of efficiency within
instructional computer programming assignments.
If-then-else algorithms are compared with algorithms
using arrays in light of programming efficiency and
pedagogy in computer education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hamza:2000:CPC,
author = "M. Khalid Hamza and Bassem Alhalabi and David M.
Marcovitz",
title = "Creative pedagogy for computer learning: eight
effective tactics",
journal = j-SIGCSE,
volume = "32",
number = "4",
pages = "70--73",
month = dec,
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/369295.369335",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:45 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Do your students seem uninterested in learning about
computing? Do they complain that the subject matter has
no relevant application to the ``real world''? Do they
appear baffled, bored, and inattentive? Your mission as
a creative facilitator is not to assign a grade; your
mission is to educate students to think, learn, and
make new connections they never thought possible. A
teacher's guidance, constructive feedback, and
facilitated instruction should pave the way for
students to meaningfully bridge prior knowledge with
new knowledge. In this article, the authors suggest
eight essential tactics on how teachers might teach
creatively, particularly with respect to computing
curricula, while they enjoy the teaching and learning
processes and reap the pleasures of getting students to
think creatively and productively in a complex
information world.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roberts:2001:OM,
author = "Eric Roberts",
title = "An overview of {MiniJava}",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "1--5",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364525",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the implementation of MiniJava, a
teaching-oriented programming language closely based on
the Java language developed by Sun Microsystems [6].
The core of the MiniJava environment is a restricted
subset of the standard Java release and is designed to
reduce the intimidation factor introductory students
experience when they encounter a system as large as the
Java environment. The paper outlines the particular
restrictions and extensions that define MiniJava along
with pedagogical justifications for each.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bruce:2001:LSG,
author = "Kim B. Bruce and Andrea Danyluk and Thomas Murtagh",
title = "A library to support a graphics-based object-first
approach to {CS 1}",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "6--10",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364527",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we describe a library we have developed
that supports an ``OO-from-the-beginning'' approach to
CS 1. The use of real graphics ``objects'' and
event-driven programming are important components of
our approach. The design of interactive graphical
programs helps students to both use objects and write
methods early while designing and implementing
interesting programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Koffman:2001:SJP,
author = "Elliot Koffman and Ursula Wolz",
title = "A simple {Java} package for {GUI}-like interactivity",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "11--15",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364528",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper discusses the motivation for a simple
package designed to incorporate user interactivity into
a first course in computer science. The package enables
novice programmers to build programs with GUI-like
interactivity while maintaining good design principles.
An advantage of this package is that it is easy to
implement using the Swing class. Therefore, it can be
used as a case study to illustrate Java features.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Buck:2001:JCS,
author = "Duane Buck and David J. Stucki",
title = "{JKarelRobot}: a case study in supporting levels of
cognitive development in the computer science
curriculum",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "16--20",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364529",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We introduce a new software tool, JKarelRobot, for
supporting an Inside/Out pedagogy in introductory
programming courses. Extending the original conception
of ``Karel the Robot'', with Bloom's Taxonomy of
Educational Objectives as a guiding principle, we have
provided a mechanism for designing exercises that are
cognitively appropriate to the developmental levels of
our students. JKarelRobot is platform independent
(written in Java) and language/paradigm independent,
supporting Pascal, Java, and Lisp style environments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2001:MIA,
author = "David Ginat",
title = "Misleading intuition in algorithmic problem solving",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "21--25",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364530",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents a study of misleading intuition in
the domain of algorithmic problem solving. I noticed
incorrect intuitive solutions to challenging
algorithmic problems and interviewed students on their
solutions. The students arrived at an erroneous
conviction rather rapidly and demonstrated
overconfidence and reinforcement of their incorrect
ideas when presented with new evidence. I present two
colorful and unfamiliar algorithmic challenges posed to
the students, describe and discuss my experience, and
offer some suggestions for reducing the effect of
misleading intuition.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bucci:2001:DWR,
author = "Paolo Bucci and Timothy J. Long and Bruce W. Weide",
title = "Do we really teach abstraction?",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "26--30",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364531",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Abstraction is one of the cornerstones of software
development and is recognized as a fundamental and
essential principle to be taught as early as CS1/CS2.
Abstraction supposedly can enhance students' ability to
reason and think. Yet we often hear complaints about
the inability of CS undergraduates to do that. Do we
supply students with the tools they need to reach their
potential to think carefully and to reason rigorously
about software behavior? Typically we do not, but as
educators there are techniques we can use to help our
students develop such skills starting in CS1/CS2.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mitchener:2001:CRA,
author = "W. Garrett Mitchener and Amin Vahdat",
title = "A chat room assignment for teaching network security",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "31--35",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364532",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a chat room application suitable
for teaching basic network programming and security
protocols. A client/server design illustrates the
structure of current scalable network services while a
multicast version demonstrates the need for efficient
simultaneous distribution of network content to
multiple receivers (e.g., as required by video
broadcasts). The system also includes implementations
of two security protocols, one similar to Kerberos and
another based on public key encryption.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hill:2001:UIN,
author = "John M. D. Hill and Curtis A. {Carver, Jr.} and
Jeffrey W. Humphries and Udo W. Pooch",
title = "Using an isolated network laboratory to teach advanced
networks and security",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "36--40",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364533",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper discusses the use of an isolated network
laboratory to teach computer security using persistent
cooperative groups and an active learning approach.
Computer security and computer security education are
areas of increasing importance as computer systems
become more interconnected. When offered, undergraduate
and graduate computer security courses are routinely
taught using a traditional lecture format. If the
course includes a class project, the class project is
limited in scope and constitutes a relatively small
portion of the student's grade. This paper examines a
different approach in which the class project is the
dominant factor in the student's grade. The students
work in persistent cooperative teams as either a black
or gold team. Black teams attempt to break into other
black team computers or attack the gold team. The gold
team operates Windows NT, LINUX, and Solaris-based
servers and attempts to defend their servers and
role-play system administrators. The entire exercise
takes place in an isolated lab so as to separate
student class activities from the rest of the
departmental intranet. Four years of experience running
the class with this format suggests that the use of
persistent cooperative groups and active learning are
effective approaches for teaching network security and
are preferred over a lecture-based course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Janzen:2001:ROR,
author = "David Janzen",
title = "From {RS}-232 to object request brokers: incremental
object-oriented networking projects",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "41--44",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364534",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Selecting an appropriate set of laboratory experiences
and projects for a Data Communications and Computer
Networks course can be difficult due to the broad and
deep nature of the topics. Emphasis may be placed on
many networking aspects including design, evaluation,
efficiency, security, protocols, tools, and
applications. This paper presents a set of projects
that attempt to integrate software engineering and
systems administration topics. The projects emphasize
network application programming. Particular attention
will be given to a sequence of incremental projects
using an object-oriented approach including the use of
the Unified Modeling Language (UML) and a design
pattern.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Turner:2001:JTV,
author = "Joseph A. Turner and Joseph L. Zachary",
title = "{Javiva}: a tool for visualizing and validating
student-written {Java} programs",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "45--49",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364535",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The ability to think abstractly about the components
of a computer program is critical for computer science
students. A student who has not yet developed this
ability tends to view a program as an unstructured
collection of statements and expressions. Introductory
computer science textbooks promote the use of
pre-conditions, post-conditions, and abstraction
functions as techniques for fostering abstract
thinking. Existing programming languages and tools,
however, do not generally support these techniques.
Consequently, we have built and are beginning to
experiment with Javiva. Javiva extracts pre-conditions,
post-conditions, and abstraction functions---included
as stylized comments in Java source files---and uses
them to create instrumented class files. When these
instrumented class files are run, they automatically
diagnose and report violations by methods of pre- and
post-conditions. These classes also exploit abstraction
functions to automatically produce abstract
visualizations of their objects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Becker:2001:TCK,
author = "Byron Weber Becker",
title = "Teaching {CS1} with {Karel} the robot in {Java}",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "50--54",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364536",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Most current Java textbooks for CS1 (and thus most
current courses) begin either with fundamentals from
the procedural paradigm (assignment, iteration,
selection) or with a brief introduction to using
objects followed quickly with writing objects. We have
found a third way to be most satisfying for both
teachers and students: using interesting predefined
classes to introduce the fundamentals of
object-oriented programming (object instantiation,
method calls, inheritance) followed quickly by the
traditional fundamentals of iteration and selection,
also taught using the same predefined classes. Karel
the Robot, developed by Richard Pattis [6] and
well-known to many computer science educators, has aged
gracefully and is a vital part of our CS1 curriculum.
This paper explains how Karel may be used and the
advantages of doing so.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Odekirk-Hash:2001:AFP,
author = "Elizabeth Odekirk-Hash and Joseph L. Zachary",
title = "Automated feedback on programs means students need
less help from teachers",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "55--59",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364537",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Many educators believe that the most effective means
of teaching is through one-on-one interactions with
students. It is not surprising, then, that an effective
way to teach programming is to give students immediate
feedback on programs that they have just written.
Unfortunately, such one-on-one teaching scenarios are
becoming increasingly difficult to arrange. We built
InSTEP, an online tutoring system for beginning C
programmers, to see whether an automated system could
provide effective immediate feedback to beginning
programming students. In an introductory programming
course, we compared two groups of students. One group
solved six programming problems with feedback from
InSTEP; the second group solved the same six problems
without feedback from InSTEP; both groups had access to
feedback from teaching assistants. While both groups of
students took about the same amount of time to complete
the problems and performed about the same on a
subsequent test, the students who received feedback
from InSTEP spent less than a third of the time asking
the teaching assistants questions than did the
others.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Diehl:2001:LE,
author = "Stephan Diehl and Andreas Kerren",
title = "Levels of exploration",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "60--64",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364538",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Visualization of computational models is at the heart
of educational software for computer science and
related fields. In this paper we look at how generation
of such visualizations and the visualization of the
generation process itself increase exploration. Four
approaches of increased exploration in formal language
theory and compiler design are introduced and for each
approach we discuss an educational system which
implements it.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boroni:2001:ESA,
author = "Christopher M. Boroni and Frances W. Goosey and
Michael T. Grinder and Rockford J. Ross",
title = "Engaging students with active learning resources:
hypertextbooks for the {Web}",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "65--69",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364539",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2001:AES,
author = "Guido R{\"o}{\ss}ling and Bernd Freisleben",
title = "{AnimalScript}: an extensible scripting language for
algorithm animation",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "70--74",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364541",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we present the AnimalScript
visualization language. This scripting language uses
the flexibility of the Animal system and provides many
additional new graphic primitives and animation effects
that go beyond the traditional Animal GUI features.
AnimalScript can easily be configured by changing the
content of a registration file. Users may also have
multiple registration files, as AnimalScript will
always use the first registration file it finds.
AnimalScript can easily be extended with additional
features without needing to read, let alone change, any
existing code.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Zimmerman:2001:WWC,
author = "Guy W. Zimmerman and Dena E. Eber",
title = "When worlds collide!: an interdisciplinary course in
virtual-reality art",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "75--79",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364545",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The use of virtual reality technologies as a medium
for artistic expression requires the combined talents
of artists and computer scientists working in concert.
We created a course to bring together students and
faculty from these two diverse worlds, both to create
artistic virtual environments and to foster skills
needed to work on interdisciplinary teams. This paper
describes this course, the art works created and
discuses some of the issues that arise when such worlds
collide.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Marks:2001:TACb,
author = "Joe W. Marks and William T. Freeman and Henry H.
Leitner",
editor = "Henry MacKay Walker and Ren{\'e}e A. McCauley and
Judith L. Gersting and Ingrid Russell",
title = "Teaching Applied Computing without Programming: a
Case-Based Introductory Course for General Education",
journal = j-SIGCSE,
volume = "33",
number = "1",
institution = "Mitsubishi Electric Research Laboratories",
pages = "80--84",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/364447.364547",
ISBN = "1-58113-329-4",
ISBN-13 = "978-1-58113-329-5",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2001.html#MarksFL01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "''Teaching Applied Computing without Programming: A
Case-Based Introductory Course for General Education'',
ACM Technical Symposium on Computer Science Education
(SIGCSE), ISBN: 1-58113-329-4, Vol 33, Issue 1, pages
80--84, February 2001, Proc ACM Press
(http://portal.acm.org/citation.cfm?id=364547\&coll=ACM\&dl=ACM\&CFID=3033011\&CFTOKEN=83234373),
Contact: Joe Marks (www.merl.com/people/marks/),
William Freeman (www.merl.com/people/freeman/)",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Techreports/MERL.bib",
abstract = "We introduce general-education students to key ideas
in applied computing through case studies from computer
graphics, computer animation, image processing,
computer vision, information retrieval, and artificial
intelligence. Each case study consists of two lectures:
one an intuitive exposition of relevant
computer-science concepts, and the other a hands-on
introduction to a working system that embodies these
concepts. Students use these systems to perform design
and problem-solving tasks, thereby reinforcing the
abstract concepts presented. Computer programming is
neither required nor taught. The course has been
offered for two years at the Harvard University
Extension School, and has achieved high ratings in
student surveys.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adams:2001:TNO,
author = "D. Robert Adams and Carl Erickson",
title = "Teaching networking and operating systems to
information systems majors",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "85--89",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364548",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Teaching networking and operating systems to
information systems majors presents many challenges.
Operating systems and networking tend to be taught in
one of two ways. Either the material is non-technical,
directed more toward the business information systems
major, or the material is overly technical, equivalent
of teaching a traditional computer science course. We
have developed a model for teaching networking and
operating systems to information systems majors that
bridges that gap. The material is taught in the context
of network administration, a topic well-suited to
information systems majors. This paper describes our
model, the curriculum we use, and the experience of
students and faculty.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bryant:2001:ICS,
author = "Randal E. Bryant and David R. O'Hallaron",
title = "Introducing computer systems from a programmer's
perspective",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "90--94",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364549",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The course ``Introduction to Computer Systems'' at
Carnegie Mellon University presents the underlying
principles by which programs are executed on a
computer. It provides broad coverage of processor
operation, compilers, operating systems, and
networking. Whereas most systems courses present
material from the perspective of one who designs or
implements part of the system, our course presents the
view visible to application programmers. Students learn
that, by understanding aspects of the underlying
system, they can make their programs faster and more
reliable. This approach provides immediate benefits for
all computer science and engineering students and also
prepares them for more advanced systems courses. We
have taught our course for five semesters with
enthusiastic responses by the students, the
instructors, and the instructors of subsequent systems
courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wolz:2001:TDP,
author = "Ursula Wolz",
title = "Teaching design and project management with {Lego RCX}
robots",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "95--99",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364551",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In traditional CS 1 classes students may not develop
an appreciation for the planning process in software
development. Current IDEs provide such immediate
feedback that students can complete courses without an
appreciation for the need to plan in advance and design
thoughtfully. The course unit described here took time
out from a Java-based CS 1 course to give students
practical experience in programming a small robot in a
highly restricted setting. Outcomes are described in
detail. They are based on instructor's notes, and on
analysis of both videotaped student demonstrations and
student summative essays.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reed:2001:RCJ,
author = "David Reed",
title = "Rethinking {CS0} with {JavaScript}",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "100--104",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364552",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Traditional approaches to CS0 have emphasized either
breadth, through an overview of computer science, or
depth, through intensive programming. This paper
describes an alternative teaching method that strikes a
balance between these two approaches through the use of
JavaScript and the World Wide Web. By taking advantage
of JavaScript's simplicity and natural Web-based
interfaces, the CS0 course described here is able to
maintain a strong emphasis on programming and
problem-solving, integrate programming skills with Web
technology, and still provide reasonable breadth on
general computer science topics. This balance between
depth and breadth makes the course attractive to both
non-majors and majors alike, providing a broad
perspective of the field as well as a foundation for
continuing studies in computer science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Harlan:2001:KRK,
author = "Robert M. Harlan and David B. Levine and Shelley
McClarigan",
title = "The {Khepera} robot and the {kRobot} class: a platform
for introducing robotics in the undergraduate
curriculum",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "105--109",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364553",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We discuss a class interface for the Khepera robot
that makes the robot an excellent platform for
undergraduate robotics courses and robot-based lab
exercises in other courses. The interface hides
low-level robot-computer communication and permits the
building of derived classes that encapsulate related
base behaviors relevant for higher-order tasks.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Merzbacher:2001:OAI,
author = "Matthew Merzbacher",
title = "Open artificial intelligence --- one course for all",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "110--113",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364554",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Upper-division courses contain some of the most
attractive topics in computer science, such as
artificial intelligence (AI). Unfortunately, layers of
prerequisites restrict AI to advanced computer science
students and a separate course for non-majors is not
always curricularly feasible. Instead, upper-division
AI can be taught in a way that has no prerequisites
while retaining the rigor of an upper-division course.
This paper includes the syllabus for such an ``open
AI'' course and discusses experiences, positive and
negative, with it.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lankewicsz:2001:URG,
author = "Linda Bright Lankewicsz",
title = "Undergraduate research in genetic algorithms",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "114--118",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364556",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The study of genetic algorithms (GAs) in the
undergraduate curriculum introduces students to
parallel search strategies and to experimental design.
Not only does it build on the topics covered in an
Analysis of Algorithms course but it exposes students
to issues such as the importance of the form of
representation to solving a problem and to the
difficulties encountered when a local minima is
selected as the solution rather than the best global
solution. As an illustration of the merits of including
genetic algorithms in the curriculum, an undergraduate
research project investigating the use of a diploid
sexual model for crossover operations is described.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lowther:2001:CGU,
author = "John L. Lowther and Ching-Kuang Shene",
title = "Computing with geometry as an undergraduate course: a
three-year experience",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "119--123",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364558",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hazzan:2001:THA,
author = "Orit Hazzan",
title = "Teaching the human aspect of software engineering ---
a case study",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "124--128",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364559",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a course I taught at the Technion
--- The Israel Institute of Technology --- which
addressed human aspects of Software Engineering. More
specifically, three human aspects involved in
developing software systems were the focus of the
course: problem solving methodologies in general and
their application in developing software systems in
particular; mental processes; and social processes of
software-system developers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goodrich:2001:TIA,
author = "Michael T. Goodrich and Roberto Tamassia",
title = "Teaching {Internet} algorithmics",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "129--133",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364561",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe an Internet-based approach for teaching
important concepts in a Junior-Senior level course on
the design and analysis of data structures and
algorithms (traditionally called CS7 or DS\&A). The
main idea of this educational paradigm is twofold.
First, it provides fresh motivation for fundamental
algorithms and data structures that are finding new
applications in the context of the Internet. Second, it
provides a source for introducing new algorithms and
data structures that are derived from specific Internet
applications. In this paper, we suggest some key
pedagogical and curriculum updates that can be made to
the classic CS7/DS\&A course to turn it into a
course on Internet Algorithmics. We believe that such a
course will stimulate new interest and excitement in
material that is perceived by some students to be
stale, boring, and purely theoretical. We argue that
the foundational topics from CS7/DS\&A should
remain even when it is taught in an Internet-centric
manner. This, of course, should come as no surprise to
the seasoned computer scientist, who understands the
value of algorithmic thinking.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Redmond:2001:CPA,
author = "Michael A. Redmond",
title = "A computer program to aid assignment of student
project groups",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "134--138",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364562",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Group projects are a valuable part of the computer
science curriculum. Group work can be enhanced if
formation of groups is not via self-selection by the
students themselves. Students who are assigned to
groups are more likely to be exposed to other students
with different backgrounds and abilities from which
they can learn new things. However in a university with
students having a wide mix of schedules, a crucial
aspect of successful group formation is compatible
time-schedules within a group. This paper describes a
computer program designed to aid assignment to groups
while helping to ensure that groups have suitable
outside-of-class meeting times.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gehringer:2001:EPR,
author = "Edward F. Gehringer",
title = "Electronic peer review and peer grading in
computer-science courses",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "139--143",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364564",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We have implemented a peer-grading system for review
of student assignments over the World-Wide Web and used
it in approximately eight computer-science courses.
Students prepare their assignments and submit them to
our Peer Grader (PG) system. Other students are then
assigned to review and grade the assignments. The
system allows authors and reviewers to communicate with
authors being able to update their submissions. Unique
features of our approach include the ability to submit
arbitrary sets of Web pages for review, and mechanisms
for encouraging careful review of submissions. We have
used the system to produce high-quality compilations of
student work. Our assignment cycle consists of six
phases, from signing up for an assignment to Web
publishing of the final result. Based upon our
experience with PG, we offer suggestions for improving
the system to make it more easily usable by students at
all levels.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Phoha:2001:IDM,
author = "Vir V. Phoha",
title = "An interactive dynamic model for integrating knowledge
management methods and knowledge sharing technology in
a traditional classroom",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "144--148",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364567",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper reports an interactive dynamic model using
Continuous Knowledge Management methods and Knowledge
Sharing technology to integrate the acquisition of
skills and relevant information (knowledge level) into
diverse, individualized, concurrent learning processes
in a traditional classroom setting. As opposed to a
passive introduction of technology to facilitate the
traditional learning processes a Web based active
learning and continuous evaluation process was created
which integrates objective scientific knowledge
relating to course content, subjective knowledge
obtained through personal interactions and empirical
knowledge collected during the learning process.
Knowledge Management, an emerging area of Artificial
Intelligence, encompasses identifying, mapping, and
managing intellectual assets to generate new knowledge
for competitive advantage and for sharing of
technology. The Web-based model of knowledge management
discussed here allows a diverse group of learners to
progressively interact and participate in the learning
process, providing non-threatening self-evaluation and
just-in-time individualized feedback to the learners
and efficient tracking and supervision tools to the
instructor. CS1003, a required general education class
provides an ideal application of this model as the
course draws from a diverse body of students ranging
from history to math majors and from freshmen to
seniors. The instructional design of this course using
the interactive dynamics of Knowledge Management
includes (i) provision of course archives and relevant
static information as a passive repository, (ii) Web
Discussion Forums, electronic chats and email
communication for active learning and continuous
interaction, (iii) an intelligent self-evaluation and
grade reporting system for non-threatening self-testing
and what-if analysis of performance, and (iv) a dynamic
student feedback system including individualized
supervision and anonymous feedback. Application of this
instructional process enhanced the goals of the course
from mere computer literacy to what the 1999 NRC Report
calls Fluency in Information Technology (FIT). Three
kinds of knowledge requirements are identified for FIT:
(1) Contemporary skills, (2) Foundational concepts, and
(3) Intellectual capabilities. This model is broadly
applicable to extend the benefits of traditional
classroom instruction to focus diverse intellectual
abilities and interests in a collaborative learning
process. Formal and informal evaluation support this
claim, demonstrating that the transition from purely
traditional teaching to a high degree of technology
fluency can be painless, efficient and effective in
preparing the students for a technology intensive
information age.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Estell:2001:IWB,
author = "John K. Estell",
title = "{IPP}: a {Web}-based interactive programming
portfolio",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "149--153",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364569",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The portfolio is a well-established method for
documenting student learning outcomes. This paper
presents the development of a web-based interactive
programming portfolio methodology at our institution.
This methodology allows the reviewer to easily interact
with the computer program under review through the use
of Java applets. Both an evaluation form as well as
detailed rubrics for the evaluation of the portfolio
entry is accessible from the web page containing the
portfolio entry. These resources allow reviewers to
easily submit their feedback electronically to our
students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lischner:2001:ESL,
author = "Ray Lischner",
title = "Explorations: structured labs for first-time
programmers",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "154--158",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364571",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A style of homework assignment is presented, called
explorations. An exploration is part of an introductory
programming course, specifically designed to help
first-time programmers overcome common hurdles, such as
misconceptions about the nature of computers and
programs. An exploration is a structured lab where the
student makes predictions about a program's behavior,
then runs the program to compare the actual result with
the predicted result. The questions are deliberately
designed to challenge common errors and preconceived
notions of computers and programming languages. Guided
questions help the students refine their mental models
of computers. Successful explorations have resulted in
significant gains in comprehension, retention, and
student satisfaction. Several guidelines are presented
to help teachers write effective explorations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chamillard:2001:ULP,
author = "A. T. Chamillard and Jay K. Joiner",
title = "Using lab practica to evaluate programming ability",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "159--163",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364572",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "One of the largest challenges facing educators
teaching courses with a significant programming
component is deciding how to evaluate each student's
programming ability. In this paper we discuss how we
have addressed this challenge in an introductory
computer science course and statistically analyze the
results to examine potential inequities in our
approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Robbins:2001:SCC,
author = "Kay A. Robbins and Catherine Sauls Key and Keith
Dickinson and John Montgomery",
title = "Solving the {CS1\slash CS2} lab dilemma: students as
presenters in {CS1\slash CS2} laboratories",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "164--168",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364575",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In our quest to modernize our CS1/CS2 curriculum, we
ran into several problems in the effective delivery of
the courses and their associated laboratories. We have
developed a teaching model in which students become the
presenters for the hands-on laboratories. In order for
this approach to be effective, the laboratories must be
reused from semester to semester, so that student
presenters are truly knowledgeable. The
student-presenter model also requires more detailed
supporting material and a rethinking of course grading
policies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jipping:2001:UHC,
author = "Michael J. Jipping and Joshua Krikke and Sarah Dieter
and Samantha Sandro",
title = "Using handheld computers in the classroom:
laboratories and collaboration on handheld machines",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "169--173",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364578",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Handheld computers provide a unique opportunity for
teaching computer science. They are inexpensive (and
keep dropping in price); they are powerful; they are
accessible by students; and they run standard
programming interfaces. These facets combine to provide
a unique platform for teaching. This paper documents a
project to integrate handheld machines into the
classroom. We develop the case for using these
machines; we overview our plans to use them; and we
showcase two applications that we are using in classes.
These applications are available for download from the
Internet and represent a beginning for our project.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Applin:2001:SLA,
author = "Anne Gates Applin",
title = "Second language acquisition and {CS1}",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "174--178",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364579",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents an empirical study of the relative
effectiveness of two teaching methods used in CS1
classrooms. While the teaching methods are nothing new,
the results of the study are an important contribution
to the body of computer science education literature.
The research design should also be of interest in that
it demonstrates how statistical significance can be
achieved with a relatively small sample by using the
naturally occurring groups that we have as course
sections. The teaching methods studied here were having
students write programming assignments from scratch
versus having them add to or modify existing
well-written, well-documented programs. The results are
perhaps not surprising. After controlling for certain
factors, the statistical analysis showed that students
who added to program templates as programming
assignments scored better on the comprehensive
examination and had higher overall course averages than
their counter parts who wrote programs from scratch.
This idea is firmly based in cognitive psychology and
teachers of language use a similar method extensively.
Reading increases vocabulary, aids in concept
retention, and improves writing skill.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Morrison:2001:SIS,
author = "Malcolm Morrison and Timothy S. Newman",
title = "A study of the impact of student background and
preparedness on outcomes in {CS I}",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "179--183",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364580",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A study that assesses the significance of student
background characteristics on outcomes in a depth-first
CS I course is presented. The study was conducted over
a two-year period and involved more than 400 students
in fourteen different course sections taught by eight
different instructors in a CSAC-accredited program. In
this paper, focus is on the impact of prior programming
courses on CS I outcomes. In particular, the impact of
the prior course's programming language and provider is
reported.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wilson:2001:CSI,
author = "Brenda Cantwell Wilson and Sharon Shrock",
title = "Contributing to success in an introductory computer
science course: a study of twelve factors",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "184--188",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364581",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This study was conducted to determine factors that
promote success in an introductory college computer
science course. The model included twelve possible
predictive factors including math background,
attribution for success/failure (luck, effort,
difficulty of task, and ability), domain specific
self-efficacy, encouragement, comfort level in the
course, work style preference, previous programming
experience, previous non-programming computer
experience, and gender. Subjects included 105 students
enrolled in a CS1 introductory computer science course
at a midwestern university. The study revealed three
predictive factors in the following order of
importance: comfort level, math, and attribution to
luck for success/failure. Comfort level and math
background were found to have a positive influence on
success, whereas attribution to luck had a negative
influence. The study also revealed by considering the
different types of previous computer experiences
(including formal programming class, self-initiated
programming, internet use, game playing, and
productivity software use) that both a formal class in
programming and game playing were predictive of
success. Formal training had a positive influence and
games a negative influence on class grade.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fleury:2001:ERV,
author = "Ann E. Fleury",
title = "Encapsulation and reuse as viewed by {Java} students",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "189--193",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364582",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Through audio-taped student interviews, this study
examined beginning Java students' conceptions of
object-oriented programming. Students rated programs on
stylistic criteria including ease of comprehension,
ease of debugging, ease of modification, ease of reuse,
and overall quality of design. They also explained the
reasons for their ratings. The results will be
discussed and interpreted in light of previous
research. Implications for instruction will also be
examined.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bredlau:2001:ALT,
author = "Carl Bredlau and Dorothy Deremer",
title = "Assembly language through the {Java Virtual Machine}",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "194--198",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364583",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
https://www.math.utah.edu/pub/tex/bib/virtual-machines.bib",
abstract = "Student understanding of choices and design decisions
about instruction formats, addressing, instruction
types, and flow of control is developed through the
assembly level. We propose the Java Virtual Machine
(JVM) as the architecture for teaching assembly
language. The paper describes how to use the JVM as a
teaching tool for a sophomore level Assembly Language
and Computer Architecture course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Maj:2001:PNH,
author = "S. P. Maj and D. Veal and R. Duley",
title = "A proposed new high level abstraction for computer
technology",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "199--203",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364584",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer technology can be described using a range of
models based on different levels of detail e.g.,
semiconductors, transistors, digital circuits. Such
models are designed to progressively hid irrelevant
detail and yet provide sufficient information to be
useful for communication, design and documentation.
However, developments in computer technology have
resulted in a low cost, heterogeneous modular
architecture that is difficult to model using current
methods. This paper proposes a new generic method of
modeling computer technology at a higher level of
abstraction than those currently used. Investigations
to date indicate that this model is independent of
architectural detail and can therefore accommodate
changes in technology. This new model is more directly
relevant to the cheap, low-cost modular architectures
in use today. Furthermore, all work to date has
strongly indicated it may be useful as the basis of a
new pedagogical framework for teaching not only
introductory but also more advanced computer
technology.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yurcik:2001:WBL,
author = "William Yurcik and Larry Brumbaugh",
title = "A {Web}-based {Little Man Computer} simulator",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "204--208",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364585",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a web-based simulation tool which
can be used to teach introductory computer organization
based on the conceptual paradigm of a Little Man
Computer. Specifically we share examples how this tool
can be used to improve student comprehension of the
interaction between computer architecture, assembly
language, and the operating system.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Harms:2001:UPT,
author = "Douglas Harms and Dave Berque",
title = "Using a {PDP-11\slash 10} to teach content and history
in computer organization courses",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "209--213",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364586",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes our use of a 1970's era PDP-11/10
to support an hour long module which we have
incorporated into our computer organization course for
the past few semesters. The module is designed to
reinforce standard concepts such as number systems and
two-pass assemblers while at the same time exposing the
students to some historical issues. After providing
some background information about the PDP-11/10 we
explain the motivation for our approach. Then we
describe a fifteen minute instructional video which we
have produced on the topic of developing programs on
the PDP/11-10. The video is available from the authors
either on VHS tape or as a QuickTime file, thereby
allowing instructors at other schools to try our
approach by showing the video to their students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barnes:2001:TTI,
author = "Julie Barnes and Laura Leventhal",
title = "{Turing} the tables: introducing software engineering
concepts in a user interface design course",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "214--218",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364587",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The most recent report of the Computing Curricula 2001
(CC2001) suggests that updated curricula must reflect
the broadening nature of our discipline. Two areas that
are included in the strawman draft of CC2001 are
software engineering (SE) and human-computer
interaction (HC). While the first inclination might be
to incorporate these minimal HC concepts in a
traditional SE course, we propose a different approach.
This paper outlines a project oriented HC course in
which we are able to emphasize SE in the context of HC
concepts. We include an overview of course content that
illustrates our approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Guzdial:2001:UST,
author = "Mark Guzdial",
title = "Using squeak for teaching user interface software",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "219--223",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364588",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Squeak is a new programming language that is
particularly appropriate for learning computer science.
It offers an excellent infrastructure for interesting
projects (e.g., multimedia, Web browsing and serving),
and all source code is included (and written in Squeak)
from the virtual machine, windowing, on up. Squeak is
being used in a course on Objects and Design (focusing
on the development of user interfaces), both to enhance
the infrastructure for a course on, and to change how
user interfaces are taught. Rather than teach a
toolkit, the focus is now on teaching students how to
build toolkits. This paper presents a pilot study
suggesting benefits of our new approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pollock:2001:MPP,
author = "Lori Pollock and Mike Jochen",
title = "Making parallel programming accessible to
inexperienced programmers through cooperative
learning",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "224--228",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364589",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes how we utilized cooperative
learning to meet the practical challenges of teaching
parallel programming in the early college years, as
well as to provide a more real world context to the
course. Our main contribution is a set of cooperative
group activities for both inside and outside the
classroom, which are targeted to the computer science
discipline, have received very positive student
feedback, are easy to implement, and achieve a number
of learning objectives beyond knowledge of the specific
topic. These activities can be applied directly or be
easily adapted to other computer science courses,
particularly programming, systems, and experimental
computer science courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hartley:2001:AGM,
author = "Stephen J. Hartley",
title = "``{Alfonse}, give me a call!''",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "229--232",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364590",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The SR programming language supports a simple and
elegant set of abstractions for its model of
distributed computing. The model provides an effective
framework for demonstrating to students the different
styles of distributed programming. A small Java toolkit
based on SR's model is presented in this paper. This
toolkit allows instructors to use the popular Java
language as a platform in parallel and distributed
processing courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Docherty:2001:IDS,
author = "Michael Docherty and Peter Sutton and Margot Brereton
and Simon Kaplan",
title = "An innovative design and studio-based {CS} degree",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "233--237",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364591",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The University of Queensland has recently established
a new design-focused, studio-based computer science
degree. The Bachelor of Information Environments degree
augments the core courses from the University's
standard CS degree with a stream of design courses and
integrative studio-based projects undertaken every
semester. The studio projects integrate and reinforce
learning by requiring students to apply the knowledge
and skills gained in other courses to open-ended
real-world design projects. The studio model is based
on the architectural studio and involves teamwork,
collaborative learning, interactive problem solving,
presentations and peer review. This paper describes the
degree program, its curriculum and rationale, and
reports on experiences in the first year of delivery.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Golshani:2001:CCI,
author = "F. Golshani and S. Panchanathan and O. Friesen and Y.
C. Park and J. J. Song",
title = "A comprehensive curriculum for {IT} education and
workforce development: an engineering approach",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "238--242",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364592",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Noting the shortage of IT professionals nationally
[1], we propose a comprehensive curriculum that
supports a variety of programs geared to all ages from
early school years to retirement and beyond. Current IT
workforce development efforts are limited to training,
and have not as yet focused on education and
professional development. Largely, this is due to a
lack of a science underpinning for IT related
curricula. Without such a unified science component, a
structured organization of information related concepts
cannot be derived. Our proposal includes the
development of a number of programs addressing the
needs of a variety of learners ranging from elementary
school through college and beyond. Seven programs, each
with a specific emphasis for various groups, are being
developed. Such essential issues as industrial-academic
liaisons, workforce (re)training, promotional and
awareness programs, teacher training, and IT
professional role redefinition, are integral pieces of
this project. All developments will be firmly founded
on the scientific framework of information science and
engineering [2].This work is supported by NSF grant
DUE-9950168.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tucker:2001:OCB,
author = "Allen B. Tucker and Charles F. Kelemen and Kim B.
Bruce",
title = "Our curriculum has become math-phobic!",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "243--247",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364593",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The paper [2] argued that mathematical ideas play an
important role in the computer science curriculum, and
that Discrete Mathematics needs to be taught early in
the computer science curriculum. In this follow-up
paper, we present evidence that computer science
curricula are drifting away from a fundamental
commitment to theoretical and mathematical ideas. We
propose some actions that can be taken to help reverse
this drift.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{King:2001:WCM,
author = "L. A. Smith King and John Barr and Ben Coleman",
title = "What could be more {SLic?}: projects for the
programming languages course",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "248--252",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364594",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The last few years has seen renewed interest in
teaching programming-in-the-large (PIL) and
programming-in-context of a larger existing program
(PIC) throughout the computer science curriculum.
Although these skills have been a focus of software
engineering courses and capstone projects, there is an
emphasis to teach these skills in other courses across
the curriculum. This paper addresses incorporation of
PIL and PIC in the programming language course, and
presents specific PIC and PIL projects using an
interpreter for SLic, a simple logic (declarative)
language. SLic itself is part of a family of
interpreters in MuLE, a software environment designed
to support interpreter-based projects in the
programming languages course. MuLE is written in
DrScheme (from Rice's PLT software project distributed
under the GNU Library General Public License) and runs
under Windows 95/98/NT/2000, MacOS, and Unix/X.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wick:2001:RAC,
author = "Michael R. Wick and Daniel E. Stevenson",
title = "A reductionist approach to a course on programming
languages",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "253--257",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364595",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Programming Languages course is often a critical
turning point in an undergraduate education where
students begin to think more abstractly about
programming languages and the design paradigms that use
them. Traditional approaches to presenting this
material often fail to achieve a number of important
goals. We present an approach to Programming Languages
that uses a single demonstration language (Scheme) and
a collection of fundamental building blocks to study a
variety of programming paradigms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wick:2001:KUD,
author = "Michael R. Wick",
title = "{Kaleidoscope}: using design patterns in {CS1}",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "258--262",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364596",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Most computer science curricula include design
patterns during the junior/senior software development
sequence. We present a simplified application of two
classic design patterns that is specifically targeted
at students in their first programming course. We also
include suggested pedagogy on how to develop the
concepts necessary to implement and appreciate the
application.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nguyen:2001:DPS,
author = "Dung (`Zung') Nguyen and Stephen B. Wong",
title = "Design patterns for sorting",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "263--267",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364597",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Drawing on Merritt's divide-and-conquer sorting
taxonomy [1], we model comparison-based sorting as an
abstract class with a template method to perform the
sort by relegating the splitting and joining of arrays
to its concrete subclasses. Comparison on objects is
carried out via an abstract ordering strategy. This
reduces code complexity and simplifies the analyses of
the various concrete sorting algorithms. Performance
measurements and visualizations can be added without
modifying any code by utilizing the decorator design
pattern. This object-oriented design not only provides
the student a concrete way of unifying seemingly
disparate sorting algorithms but also help him/her
differentiate them at the proper level of
abstraction.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gegg-Harrison:2001:AEN,
author = "Timothy S. Gegg-Harrison",
title = "Ancient {Egyptian} numbers: a {CS}-complete example",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "268--272",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364598",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A critical piece of any successful curriculum is a
robust example that permeates the key concepts of the
field. For computer science, we refer to such an
example as CS-complete. A good CS-complete example is
applicable in CS1, CS2, and Discrete Mathematics.
Approximately 4000 years ago, the ancient Egyptians
used a numbering system that serves as a prototype
CS-complete example. In this paper, we outline the use
of Egyptian numbering system as an example that
naturally extends through CS1, CS2, and Discrete
Mathematics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Herzog:2001:RTL,
author = "Erik Herzog and Peter Loborg and Simin Nadjm-Tehrani",
title = "Real-time lab exercises: a teacher's dilemma",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "273--277",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364600",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes our design of real-time systems
laboratories in an integrated theme of study which
includes automatic control. The theme appears at the
end of the third year of a 4,5 year master of
engineering programme, which adopts Problem-Based
Learning (PBL) as a main pedagogical method. We
describe the rationale behind our choice of application
area, the lab environment, and the operating system
used. The paper concludes by giving some qualitative
evaluations as well as some quantitative measures based
on limited data.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clifton:2001:CSA,
author = "Joseph M. Clifton",
title = "A {CS\slash SE} approach to a real-time embedded
systems software development course",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "278--281",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364601",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes an approach to a course in
real-time embedded systems that focuses on software
development issues. The course attempts to integrate
topics from traditional computer science, infuse
software engineering principles, and give some exposure
to hardware concerns. Another important component of
the course is experience with developing software for
multiple platforms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bergin:2001:PLI,
author = "Joseph Bergin",
title = "A pattern language for initial course design",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "282--286",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364602",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pollock:2001:IIE,
author = "Lori Pollock",
title = "Integrating an intensive experience with communication
skills development into a computer science course",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "287--291",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364603",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes how a technical computer science
course was transformed into an intensive communication
skills course without sacrificing the technical content
of the course. By integrating this experience into
existing technical courses, the acquired skills are
specific to the CS context without requiring an
additional course. The main contribution of this paper
is a set of activities which are targeted to building
communications skills required for successful research
in computer science at any level, but also generally
useful for computer science students entering careers
not involving basic research. We describe the specific
methods and tools implemented in a way to provide
considerable support, guidance, and feedback to
students without a large investment by the professor.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2001:OOA,
author = "Raymond Lister",
title = "Objectives and objective assessment in {CS1}",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "292--296",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364605",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "When designing a first semester ``CS1'' programming
subject, I advocate ``truth in sentencing''. That is,
the objectives should be explicit, and the assessment
tasks should reflect the objectives. This may appear to
be a statement of the obvious, but few subjects satisfy
these criteria. The traditional CS1 approach is to set
students the task of writing extensive code, as early
as possible. On closer inspection of such subjects, one
finds marking schemes for exams and assignments that
are generous to the point of being inconsistent with
the subject objectives. Instead, students should not
write any original code in CS1, and should be examined
by multiple choice question.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rasala:2001:JPT,
author = "Richard Rasala and Jeff Raab and Viera K. Proulx",
title = "{Java} power tools: model software for teaching
object-oriented design",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "297--301",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364606",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Java Power Tools or JPT is a Java toolkit designed
to enable students to rapidly develop graphical user
interfaces in freshman computer science programming
projects. Because it is simple to create GUIs using
JPT, students can focus on the more fundamental issues
of computer science rather than on widget management.
In a separate article[4], we will discuss with examples
how the JPT can help freshman students to learn about
the basics of algorithms, data structures, classes, and
interface design. In this article, we will focus on how
the JPT itself can be used as an extended case study of
object-oriented design principles in a more advanced
course. The fundamental design principles of the JPT
are that the elements of a graphical user interface
should be able to be combined recursively as nested
views and that the communication between these views
and the internal data models should be as automatic as
possible. In particular, in JPT, the totality of user
input from a complex view can be easily converted into
a corresponding data model and any input errors will be
detected and corrected along the way. This ease of
communication is achieved by using string objects as a
lingua franca for views and models and by using parsing
when appropriate to automatically check for errors and
trigger recovery. The JPT achieves its power by a
combination of computer science and software design
principles. Recursion, abstraction, and encapsulation
are systematically used to create GUI tools of great
flexibility. It should be noted that a much simpler
pedagogical package for Java IO was recently presented
in [9].",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Astrachan:2001:OOW,
author = "Owen Astrachan",
title = "{OO} overkill: when simple is better than not",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "302--306",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364608",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Object oriented design patterns as popularized in
[GHJV95] are intended to solve common programming
problems and to assist the programmer in designing and
developing robust systems. As first year courses
increasingly emphasize object orientation, knowledge of
design patterns and when to use them becomes an
important component of the first year curriculum.
Recent literature has focused on introducing the
patterns to computer science educators, but not on the
situations and contexts in which the patterns are
appropriate. Design patterns and object orientation are
parts of a methodology that scales to large systems. In
this paper we show that these concepts do not always
scale down. We analyze examples from current literature
that would be simpler without patterns, and provide
examples of when the same design patterns do make
design and programs simpler.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Morelli:2001:JAH,
author = "Ralph Morelli and Ralph Walde and Gregg Marcuccio",
title = "A {Java API} for historical ciphers: an
object-oriented design project",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "307--311",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364609",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a project suitable for a software
engineering or object-oriented design course. The
project consists of asking students to design an
application programming interface (API) for a
particular range of applications. An API-design project
has several features not always found in
application-design projects: It forces students to
focus carefully on the distinction between the
programming and the user interfaces; it provides a good
justification for studying existing APIs as model code;
it provides a natural way to divide tasks between
different groups of designers/programmers; and, the
final product can be used as the basis for programming
projects in other courses. In this case the particular
project we describe is the design of an API for
implementing Historical Cipher algorithms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nicholas:2001:TED,
author = "Tyrone Nicholas and Jerzy A. Barchanski",
title = "{TOS}: an educational distributed operating system in
{Java}",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "312--316",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364611",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes TOS --- an educational
distributed operating system implemented in Java. First
the current trends in commercial operating systems are
shortly presented and compared with several available
educational operating systems. Next we give our
rationals to use Java as the TOS implementation
language. Then the architecture of the system and its
components --- launchers and servers are described.
Finally we explain the advantages of this architecture
and give some examples of possible student projects and
assignments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Robbins:2001:SPE,
author = "Steven Robbins",
title = "Starving philosophers: experimentation with monitor
synchronization",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "317--321",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364612",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Textbook discussions of synchronization seldom go
beyond a brief introduction in terms of classical
problems. This paper presents a simulator for the
monitor solution of the dining philosophers problem
that students can use to experimentally explore how
such a solution might behave in practice. The
simulator, which can be run remotely from a browser or
can be downloaded for running locally, is written in
Java so that it can be run on almost any system.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Donaldson:2001:ADO,
author = "John L. Donaldson",
title = "Architecture-dependent operating system project
sequence",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "322--326",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364613",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Developing hands-on programming projects for a course
on operating systems is a challenge. A wide variety of
methods have been used and reported on at past SIGCSE
meetings. A good summary of some of these projects can
be found in [5]. One approach is to build a rudimentary
operating system kernel from the bottom up. This
approach necessarily involves some
architecture-dependent coding. In this paper, the
author describes his experience with such a project
sequence based on the Intel protected mode
architecture.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Williams:2001:SSP,
author = "Laurie Williams and Richard L. Upchurch",
title = "In support of student pair-programming",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "327--331",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364614",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Industry, particularly those following the eXtreme
Programming (XP) methodology [2], has popularized the
use of pair-programming. The pair-programming model has
also been found to be beneficial for student
programmers. Initial quantitative and qualitative
results, which will be discussed in this paper,
demonstrate that the use of pair-programming in the
computer science classroom enhances student learning
and satisfaction and reduces the frustration common
among students. Additionally, the use of
pair-programming relieves the burden on the educators
because students no longer view the teaching staff as
their sole form of technical information. We explore
the nature of pair-programming, then examine the ways
such a practice may enhance teaching and learning in
computer science education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parrish:2001:BSC,
author = "Allen Parrish and Brandon Dixon and David Cordes",
title = "Binary software components in the undergraduate
computer science curriculum",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "332--336",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364615",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "At one time, commercial software applications were
released as single binary executable files. Discussions
of the notion of a ``software component'' were almost
always limited to the context of source code. However,
with the proliferation of numerous new technologies,
applications are now more typically released as
collections of cooperating binary components. While
there is significant industrial emphasis on binary
component technologies, computer science curricula have
not yet standardized upon a corpus of fundamentally
sound concepts to support education within this
paradigm. In this paper, we describe our efforts to
define a fundamental core set of concepts to support
this important programming paradigm, as well as our
efforts to integrate these concepts into a typical
undergraduate computer science curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jones:2001:ITC,
author = "Edward L. Jones",
title = "Integrating testing into the curriculum --- arsenic in
small doses",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "337--341",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364617",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Testing accounts for 50\% of the cost of software, yet
it receives little treatment in most curricula. This
paper presents some approaches to giving all students
multiple, incremental exposures to software testing
throughout the curriculum. A unifying framework is
presented which identifies a minimal set of test
experiences, skills and concepts students should
accumulate. The integrated approach combines common
test experiences in core courses, an elective course in
software testing, and volunteer participation in a test
laboratory.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Preston:2001:OCL,
author = "Jon A. Preston and Laura Wilson",
title = "Offering {CS1} on-line reducing campus resource demand
while improving the learning environment",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "342--346",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364618",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Multimedia-rich Web interfaces offer an increasingly
attractive option for teaching distance and large-scale
courses. We explore our experience of publishing CS1 to
over 200 students and the resulting student
performance. Our approach included streaming QuickTime
audio and video synchronized with animated PowerPoint
slides; in addition, a ``Frequently Asked Questions''
(FAQ) list was compiled from previous students'
questions and made available. We demonstrate that the
on-line lecture material enhanced students' learning of
those enrolled in the traditional, lecture-based
sections and those enrolled in the on-line section. The
process is cost-effective, scalable, and affords use in
other disciplines beyond CS1. Our future research is
also discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Anderson:2001:ETV,
author = "Richard Anderson and Martin Dickey and Hal Perkins",
title = "Experiences with tutored video instruction for
introductory programming courses",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "347--351",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364619",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we describe our experiences of exporting
our introductory programming courses to community
colleges. We used Tutored Video Instruction (TVI) as
the mode of instruction where recorded versions of our
lectures were shown to groups of students with local
instructors periodically stopping the lecture for
questions and discussion. We have offered a total of 16
sections of TVI courses, 11 were of our first quarter
programming course (CSE142), and 5 were of our second
quarter programming course (CSE 143). The courses were
offered at seven institutions. Approximately 180
students completed the courses. We identify factors
which contributed positively and negatively to the use
of TVI for introductory programming courses. The two
most important changes to our TVI program based on
these experiences will the use of studio produced
lectures and the abandonment of centralized course
administration.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brown:2001:DBO,
author = "Judy Brown and Jiayun Lu",
title = "Designing better online teaching material",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "352--356",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364621",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The creation of excellent online teaching material is
challenging because it requires that designers are able
to apply learning theories and usability principles. In
this paper we describe a web-based tutorial we
developed to teach database students about SQL-like
operators that can be used to access data in data
warehouses (very large collections of data used by
analysts). This paper describes the processes and
methods used to develop the tutorial and the techniques
we used to test prototypes of our tutorial. We show how
ideas from user-centered design and learning theory can
be usefully combined to create a new process for
developing online teaching material that meets learning
and usability aims.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Urban:2001:ADC,
author = "Susan D. Urban and Suzanne W. Dietrich",
title = "Advanced database concepts for undergraduates:
experience with teaching a second course",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "357--361",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364648",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the development of a second
database course for undergraduates, preparing students
for the advanced database concepts they will experience
in industry. Assuming an introductory course on
relational database systems as a prerequisite, the
topics addressed in the course include object-oriented
data modeling, object-oriented database systems,
object-relational database systems, Web access to
databases, and professionalism and ethics. We present
our experience with teaching the course, elaborating on
the topics and assignments. We also present feedback
from students and industry partners as well as our own
assessment of future course refinements.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dietrich:2001:RGU,
author = "Suzanne W. Dietrich and Dan Suceava and Chakrapani
Cherukuri and Susan D. Urban",
title = "A reusable graphical user interface for manipulating
object-oriented databases using {Java} and {XML}",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "362--366",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364712",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the design and functionality of a
graphical user interface (GUI) written in Java Swing
that is used to support instructional activities
associated with teaching object-oriented database
(OODB) concepts. The GUI supports the manipulation of
objects in an OODB, assuming the implementation of a
specified interface for interacting with an OODB. By
using the interface, students can focus on
object-oriented design and programming concepts
associated with OODB concepts rather than the
development of a user interface. Since the GUI uses the
Extensible Markup Language (XML) for defining the
database schema and data import/export, the use of the
GUI provides the added benefit of demonstrating the
manner in which XML interacts with database
technology.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wang:2001:IOR,
author = "Ming Wang",
title = "Implementation of object-relational {DBMSs} in a
relational database course",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "367--370",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364715",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Object-relational DBMS was gradually added as a new
topic to the author's database course in response to
the rapid changes in DBMS technology in the real world.
Implementation of ORDBMS technology in a traditional
relational database course had significant impacts on
the database curriculum. As an outcome, students were
able to solve problems that could not be solved well in
a relational database. ORDBMS was implemented with
Universal Modeling Language (UML) and the Oracle 8i
server. Course design, teaching methodology, class
activities and the outcome of the course are
discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Montante:2001:SCP,
author = "Robert Montante and Zahira Khan",
title = "Specialized certification programs in computer
science",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "371--375",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364749",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Harmeyer:2001:PSI,
author = "Kathleen Harmeyer and Donna Tupper and William Beck
and Sylvia Sorkin",
title = "Preparing students for {Internet} and multimedia
technology careers",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "376--380",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364750",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper provides descriptions of three courses in a
thirty-credit Internet and Multimedia Technology
(I/MMT) certificate program. They are: Multimedia
Authoring II, Project Development, and Internet
Programming. The latter has been offered in both
traditional and online versions at the Essex Campus of
the Community College of Baltimore County
(CCBC-Essex).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Veal:2001:AHS,
author = "D. Veal and S. P. Maj and Rick Duley",
title = "Assessing ``hands on'' skills on {CS1} computer \&
network technology units",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "381--385",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364751",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Edith Cowan University (ECU) introduced a new
curriculum in computer and network technology based
upon a market analysis of employer expectations.
Uniquely, within Australia, this curriculum has
extensive workshop exercises that require students to
work on equipment they are likely to meet in the
workplace and as such the workshop environment is
potentially hazardous to students. It was found that
prospective employers often required both an assessment
and an assurance that students following this
curriculum could work to an acceptable industry
standard. The traditional forms of assessment
(examinations and assignments) did not fulfill this
requirement. The authors therefore designed a
Competency-Based Assessment (CBA) to measure procedural
knowledge and skills. The CBA designed was simple, easy
to use and can be implemented as part of a standard
workshop without interrupting student activities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pfleeger:2001:IEW,
author = "Shari Lawrence Pfleeger and Pat Teller and Sheila E.
Castaneda and Manda Wilson and Rowan Lindley",
title = "Increasing the enrollment of women in computer
science",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "386--387",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364752",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stasko:2001:MAC,
author = "John Stasko and Mark Guzdial and Mike Clancy and Nell
Dale and Sally Fincher",
title = "Models and areas for {CS} education research",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "388--389",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364753",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We hope to alert attendees of this panel to a number
of aspects of CS education research: $ \bullet $
previous work that provides good models for future
research; $ \bullet $ current projects and results; $
\bullet $ areas that deserve more inquiry; $ \bullet $
questions for which research is unlikely at the moment
to yield useful information. The panel is aimed at
people who don't need to be convinced about the value
of CS education research, but who perhaps are
unfamiliar with what's happening or how they might get
involved themselves.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gries:2001:HMT,
author = "David Gries and Bill Marion and Peter Henderson and
Diane Schwartz",
title = "How mathematical thinking enhances computer science
problem solving",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "390--391",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364754",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "There are deep connections between algorithmic and
mathematical thinking. Both construct ``systems'' ---
computing systems in the algorithmic case, intellectual
ones in mathematics --- from simple primitives. As
Knuth notes in the preface to The Art of Computer
Programming, ``The construction of a computer program
from a set of basic instructions is very similar to the
construction of a mathematical proof from a set of
axioms'' [1]. Other connections include similar ways of
organizing primitives into larger structures (e.g.,
recursion in algorithms, recursion and induction in
math; conditionals in algorithms, definition in cases
and proof by cases in math), similar ways of using
abstraction to manage complexity, and an underlying
reliance on logic. In short, mathematics is not merely
a tool for limited areas of computer science, it is a
mindset that fundamentally improves one's ability to
devise and implement algorithms. Computer science
students therefore need to exercise their mathematical
as well as their computational abilities, and computer
science educators need to help students use both ways
of thinking to solve computing problems. This panel
illustrates specific ways in which mathematical
reasoning enhances algorithmic problem solving, and
provides educators with concrete examples and resources
to use in their own teaching. Each panelist will
present an exercise, classroom example, or similar
item, from their own experience, and will demonstrate
ways in which mathematical reasoning helps one solve
and/or understand it. The audience will be invited to
contribute their own examples and to comment further on
the role of mathematical thinking in computer science
problem solving. The panelists' and audience members'
examples will be collected on a Web page for continuing
reference. A prototype of this page is at
http://www.cs.geneseo.edu/~baldwin/math-thinking/examples.html.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davies:2001:QDE,
author = "Gordon Davies and Wendy Doube and Wendy
Lawrence-Fowler and Dale Shaffer",
title = "Quality in distance education",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "392--393",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364755",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parrish:2001:IAV,
author = "Allen Parrish and Joe Hollingsworth and Peter Maurer
and Benjamin Shults and Bruce Weide",
title = "Identifying an appropriate view of software components
for undergraduate education",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "394--395",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364756",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Software components have existed in one form or
another for a number of years. Work in this area can be
classified into two broad categories. On the one hand,
a number of researchers have approached the concept of
software components from a first principles
perspective, advancing ideas regarding what constitutes
the ideal component paradigm from perspectives of
efficiency, verifiability and reusability. On the other
hand, recent commercial advances in a number of popular
technologies have elevated the software component
concept into widespread use within the software
practitioner community. Such technologies include a
number of technologies made popular by Microsoft (such
as Active-X, COM, DCOM and Visual Basic), as well as
CORBA and Java Beans. Neither of these perspectives on
software components has become a standard cornerstone
of software development pedagogy. Yet both perspectives
may have an important role in preparing software
developers to build high-quality software in the
context of modern software development technologies. In
particular, teaching students how to design and
construct software components from first principles
provides students with important guidance as to the
``right way'' to structure correct and efficient
software systems (i.e., with emphasis on ``what''
component-based systems should contain). On the other
hand, teaching students about current commercial
component technologies exposes students to the
important dimension of best commercial practice (i.e.,
with emphasis on ``how'' component-based systems could
be built).The participants of this panel are all
actively involved in the development of courses and
curricula that provide various perspectives on
component-based systems. They represent both the first
principles and commercial perspectives discussed above.
Position statements for each of the panelists appear
below.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Owens:2001:UPA,
author = "Barbara Boucher Owens and Fran Hunt and Stuart Reges
and Cary Laxer",
title = "The university perspective: awarding credit for
advanced placement {(AP)} in computer science",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "396--397",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364757",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This panel discusses the granting of credit for AP CS
by colleges and universities. Particularly with the
change of the AP CS exam from Pascal to C++ last year,
this panel is aimed both the collegiate and high school
communities who are interested in comments from schools
who have experience with AP CS students. Topics will
include a short review of the AP curriculum, and some
examples of what credit is given, how AP CS students
are placed, and how the students perform in those and
subsequent courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rebelsky:2001:WDD,
author = "Samuel A. Rebelsky and Peter B. Henderson and Amruth
N. Kumar and F. N. (Fred) Springsteel",
title = "Why {I} do declare!: declarative programming in the
undergraduate curriculum",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "398--399",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364758",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Many curricular guidelines, such as the Recommended
Curriculum for Computer Science at Liberal Arts
Colleges [4], suggest that students be exposed to many
different programming paradigms (e.g., imperative,
functional, object-oriented, declarative) in the
undergraduate curriculum. Some institutions believe
that students should have early exposure to many
paradigms, often as early as the first two courses.
Many institutions emphasize object-oriented programming
early in the curriculum. Some also include functional
programming. Imperative topics are often covered in
courses that emphasize object-oriented or functional
issues. Where does declarative programming fit?
Sometimes not until an upper-level language paradigms
course or artificial intelligence course. Sometimes it
never fits, at least not explicitly.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chu:2001:ITC,
author = "Bei-Tseng (Bill) Chu and Venu Dasigi and John Gorgone
and David Spooner",
title = "Information technology curriculum development",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "400--401",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364760",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hitchner:2001:PEC,
author = "Lewis E. Hitchner and Judith Gersting and Peter B.
Henderson and Philip Machanick and Yale N. Patt",
title = "Programming early considered harmful",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "402--403",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364761",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The premise of this panel is that most introductory
Computer Science courses are too narrowly focused on
teaching students a programming language. This is a
controversy that has been debated for years, but in
recent years seems to have been forgotten. The writers
of Computing Curricula 1991 stated:``Many feel that the
amount of attention traditionally paid to the syntax of
a programming language in the first course is
excessive, and ought to be replaced with a more
balanced introduction to the discipline. For these
reasons, PR: Introduction to a Programming Language is
defined as a separate knowledge unit in Part II, but is
not a required part of the common requirements.
''[1]This panel will present a review of current,
typical first year courses and evidence for the case
against focusing those courses on the teaching of a
programming language. Next, each panelist will present
his or her philosophy for a first course, followed by
details of the courses at their school that implement
their view, and conclude with outcomes and evidence of
success of the courses. The panel includes four
experienced CS-1/CS-2 educators, two of whom are
members of the Computing Curriculum 2001 Pedagogy Focus
Group on Introductory Courses and Topics (including the
chair), and two of whom are authors of introductory
texts that do not focus on teaching a programming
language.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goldweber:2001:URU,
author = "Michael Goldweber and Clare Congdon and Barry Fagin
and Deborah Hwang and Frank Klassner",
title = "The use of robots in the undergraduate curriculum:
experience reports",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "404--405",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364763",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Using the robot as a metaphor for assisting students
in understanding problem solving in general, the
algorithmic process, and the relationship between
algorithms and computing agents is not new. While
simulated robot environments have existed for many
years (e.g., Karel the Robot[3]) it is only recently
that the technology for inexpensively supplying
undergraduates with real robots has become available.
Lego Mindstorms, MIT Handyboards, the Rug Warrior, and
others are examples of such systems. Programmable in
familiar languages, including C, Ada, and Java, these
systems allow for the creative exploration of important
computer science concepts. Representing a variety of
institution types the panelists will discuss their
experiences in using hands-on robot-based projects for
illustrating various important computer science
concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stewart-Gardiner:2001:CVP,
author = "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",
title = "Collaboration vs plagiarism in computer science
programming courses",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "406--407",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364790",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In some circles, all programming is collaborative, yet
in many CS1 and CS2 courses, individual programming
assignments are made, collaboration with other students
is cheating, and tailoring a program found on the web
is plagiarism. Many educators feel that collaboration
belongs only in a very few upper division courses.
Others have experience to show that early collaboration
broadens the learning of students, to become more
effective professional individuals. Most conclude that
a blend of the two styles is best for students, and can
reduce cheating/plagiarism. Does collaboration belong
in programming classes? Where does collaboration end
and cheating/plagiarism begin? What are the advantages,
problems and techniques of allowing collaboration on
programming assignments in CS1 and CS2? The moderator
created six discussion questions. Each member of the
panel has chosen the position they can strongly support
from experience. This panel will discuss these
questions in detail among the panelists and audience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dale:2001:WTW,
author = "Nell Dale and Rick Mercer and Elliot Koffman and
Walter Savitch",
title = "Writing a textbook: walking the gauntlet",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "408--409",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364793",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Writing my first textbook was an eye-opening
experience. I had to dig deep. I had ideas I was
excited about and found others that were excited about
them as well. I also found strong opposition to my
approach, which was difficult for publishers to
evaluate. My experience raised a number of questions
that I have outlined below. These questions range from
personnel motivation to future trends in computing. I
have gathered a panel of respected authors. I have
asked each to respond to some of these questions. Time
will also be available for the audience to ask
questions and share their own experiences.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Becker:2001:PP,
author = "Byron Weber Becker and Richard Rasala and Joseph
Bergin and Christine Shannon and Eugene Wallingford",
title = "Polymorphic panelists",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "410--411",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364795",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Polymorphism is an important object-oriented
programming concept in which objects from two or more
different classes respond to the same set of messages.
For instance, HourlyEmployee, SalariedEmployee, and
ContractEmployee all respond to the message
calculatePay(). Instances of each class ``do the right
thing'' to calculate their pay even though the methods
to do so may be quite different. But the payroll
program using these classes doesn't care --- it can ask
each object for the amount owed without caring what
kind of employee it represents or how the amount is
calculated. The panelists are all instances of
subclasses of Professor which will respond to the
following queries. Since each of the subclasses
implement these queries differently, the answers will
usually be different as well! $ \bullet $
polymorphPreconditions(): The object (professor)
specifies the information students must know before
polymorphism is introduced in their class. $ \bullet $
polymorphPresentation(): The object (professor)
describes how polymorphism is introduced in their
class. $ \bullet $ polymorphStudentUsage(): The object
(professor) describes how their students use
polymorphism later in the course. $ \bullet $
answerQuestions(): The object (professor) responds to
any questions about their approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2001:NAP,
author = "Nick Parlante and Mike Clancy and Stuart Reges and
Julie Zelenski and Owen Astrachan",
title = "Nifty assignments panel",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "412--413",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364797",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Curtin:2001:NBA,
author = "Dan Curtin and Gary Lewandowski and Carla Purdy and
Dennis Gibson and Lisa Meeden",
title = "The nuts and bolts of academic careers: a primer for
students and beginning faculty",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "414--415",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364799",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ferren:2001:DDC,
author = "Ann S. Ferren and J. A. N. Lee and Ivan Liss and J. D.
Chase and Robert Phillips",
title = "The design and development of the {College of
Information Technology} at {Radford University}",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "416--417",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364801",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Prey:2001:ASN,
author = "Jane Prey",
title = "{ACM SIGCSE NSF CCLI} project showcase",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "418--418",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364803",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Grissom:2001:PTT,
author = "Scott Grissom and Tom Naps and Nick Parlante and
Pamela Lawhead",
title = "Practical teaching tips from around the world",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "419--419",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364807",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bernat:2001:TAN,
author = "Andrew Bernat and Harriet Taylor",
title = "Taking advantage of national science foundation
funding opportunities",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "420--420",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364809",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gorgone:2001:SIS,
author = "John T. Gorgone and Doris K. Lidtke and David
Feinstein",
title = "Status of information systems accreditation",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "421--422",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364811",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Accreditation standards have been developed for BS
programs in Information Systems and have been widely
reviewed. The standards drew heavily on the existing
computer science accreditation standard and recent
curriculum efforts in information systems. The effort
was facilitated by support from the National Science
Foundation (NSFDUE 9812278). Recently CSAB approved the
process to accredit IS programs and that accreditation
will begin in Fall 2002.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gries:2001:ACG,
author = "David Gries and Kathleen Larson and Susan H. Rodger
and Mark A. Weiss and Ursula Wolz",
title = "{AP CS} goes {OO}",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "423--24",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364813",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2001:CIA,
author = "David Ginat and Dan Garcia and Owen Astrachan and
Joseph Bergin",
title = "Colorful illustrations of algorithmic design
techniques and problem solving",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "425--426",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364814",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Farrior:2001:UPM,
author = "Debra Burton Farrior and Daniel E. Hallock",
title = "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",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "427--427",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364816",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Epstein:2001:PTE,
author = "Richard G. Epstein",
title = "The play's the thing: {ElderCare VR}",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "428--428",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364818",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Alphonce:2001:TUS,
author = "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",
title = "Teaching using off-the shelf on-line materials",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "429--430",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364819",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The use of off-the-shelf on-line materials presents
several challenges. In this session panelists report on
their experiences in evaluating, installing and using
such materials. Both positive and negative aspects of
such use are discussed. The aim of the session is to
provide useful information to those considering using
(and those already using) on-line materials in their
teaching. The session presents information in three
mini-presentations, followed by a general discussion
session.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Denning:2001:MCI,
author = "Peter J. Denning and Wayne Dyksen and Richard LeBlanc
and Edward Robertson",
title = "Model curricula for {IT} schools: report of a
curriculum committee",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "431--432",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364823",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roberts:2001:CCH,
author = "Eric Roberts and Gerald Engel and C. Fay Cover and
Andrew McGettrick and Carl Chang and Ursula Wolz",
title = "Computing curricula 2001 how will it work for you?",
journal = j-SIGCSE,
volume = "33",
number = "1",
pages = "433--434",
month = mar,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/366413.364825",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:46 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In the fall of 1998, the ACM Education Board and the
Educational Activities Board of the IEEE Computer
Society appointed representatives to a joint task force
to prepare Computing Curricula 2001 (CC2001), the next
installment in a series of reports on the undergraduate
computer science curriculum that began in 1968 and was
then updated in 1978 and 1991. Interim reports on the
initial planning of the curriculum were presented at
the SIGCSE symposium and the IEEE Frontiers in
Education Conference in both 1999 and 2000. The CC2001
Task Force released its first draft report at the 2000
SIGCSE conference and plans to release its penultimate
draft at SIGCSE 2001. The purpose of this session is to
describe how we expect the recommendations of the
report to apply in practice. The panelists represent a
range of institutions and can therefore speak to the
questions that audience members from similar
institutions might have.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Turner:2001:IER,
author = "Joe Turner",
title = "Invited editorial: reflections on curriculum
development in computing programs",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "4--6",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571924",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Turner01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "Constant changes in courses and curricula seem to be a
fact of life for computing programs. Having
participated in several curriculum creation and
modification efforts, and in two major curriculum
recommendation projects [1,2], and also having observed
and reviewed many curriculum development efforts by
others during the past 20 years or so, I take this
opportunity to offer some observations about computing
programs and issues related to their evolution and
maintenance. (The term computing is used here to
include programs with a wide range of names such as
computer science, informatics, information systems, and
computer engineering.) Most of the observations and
comments that I make have been made before by myself
and others, and there is no intention to make this a
complete discussion of such issues. Instead, I offer
some observations that seem, to me, important and
relevant for many of the problems that we face today.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2001:ECW,
author = "C. Dianne Martin",
title = "{.Ethics @ .coms}: why {Internet} start-ups need
ethics codes",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "7--8",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571926",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Martin01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lee:2001:HCS,
author = "John A. N. Lee",
title = "History in computer science education: across the
curriculum initiatives",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "8--8",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571928",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Lee01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2001:RPN,
author = "Tony Clear",
title = "Research paradigms and the nature of meaning and
truth",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "9--10",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571930",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Clear01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gorgone:2001:NIC,
author = "John T. Gorgone",
title = "National {IT} curricula: issues, definition, trends,
and standards",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "11--12",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571932",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Gorgone01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dale:2001:A,
author = "Nell Dale",
title = "{ACE} 2000",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "12--14",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571934",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Dale01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCauley:2001:BAL,
author = "Ren{\'e}e McCauley",
title = "A bounty of accessible language translation tools",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "14--15",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571936",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#McCauley01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Knox:2001:MSR,
author = "Deborah L. Knox",
title = "Mentoring student research: award winning poster
presentations",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "15--17",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571938",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Knox01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gersting:2001:SWW,
author = "Judith L. Gersting and Frank H. Young",
title = "Shall we write?",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "18--19",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571940",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#GerstingY01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2001:CC,
author = "David Ginat",
title = "Color conversion",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "20--21",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571942",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Ginat01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davies:2001:DLU,
author = "Gordon Davies",
title = "Distance learning at the {University of Texas--Pan
American}",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "22--23",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571944",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Davies01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Klee:2001:UTY,
author = "Karl J. Klee",
title = "Update on two-year college activities",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "23--24",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571946",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Klee01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lee:2001:TLC,
author = "John A. N. Lee",
title = "Teaching and learning in the 21st century: the
development of ``future {CS} faculty''",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "25--30",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571948",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Lee01a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "Radical changes in teaching methods combined with the
impact of the world wide web and the perceived need to
make greater uses of the computer in education place
the new faculty member at a considerable disadvantage.
The TV generation of students find that it is no longer
satisfying for a teacher to profess through stand-up
lectures and expectations of self-initiated activities
on the part of the learners. Additionally, a new topic
needs to infiltrate the computer science curriculum, a
topic that is not in the general repertoire of future
faculty. This topic combines studies of ethical,
social, and professional responsibilities with the
other elements of the field. This paper proposes a
curriculum for future faculty workshops to prepare new
faculty to serve their departments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hadjerrouit:2001:WBA,
author = "Said Hadjerrouit",
title = "{Web}-based application development: a software
engineering approach",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "31--34",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571949",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Hadjerrouit01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "In contrast to the construction of centralised
software systems which relies on a well established
approach, there is a lack of a proven methodology that
guides software engineers in building web-based
applications. The focus is still on technology rather
than analysis and design issues. However, just as the
focus in software engineering shifted from programming
to process thirty years ago, the focus with web-based
construction must shift from technical issues to the
development process. This paper describes a software
engineering methodology for developing web-based
applications motivated by pedagogical and pragmatic
considerations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rolfe:2001:BCR,
author = "Timothy J. Rolfe",
title = "Binomial coefficient recursion: the good, and the bad
and ugly",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "35--36",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571950",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Rolfe01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "The binomial coefficient or, alternatively, the number
of combinations of n items taken k at a time, provides
two defining recurrences. One of these provides a very
useful recursive function a very good way for a program
to calculate this function. The other provides a very
wasteful recursive function the balancing bad and ugly
way.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Olagunju:2001:JCS,
author = "Amos O. Olagunju and Katrenia Geiger",
title = "Just clicking some theoretical aspects of computing",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "37--38",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571951",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#OlagunjuG01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "This paper discusses recurring challenges confronting
pedagogical pioneers of an introduction to the theory
of computing at the undergraduate level. A generalized
click game is presented for use as a vehicle to
vitalize the introduction of the elements of the theory
of computing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Miller:2001:PEC,
author = "Nancy E. Miller and Donna S. Reese",
title = "A placement examination for computer science {II}",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "39--42",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571952",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#MillerR01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "Students enrolling in Computer Science II at
Mississippi State University (MSU) have widely varying
backgrounds. Some have taken the prerequisite course at
MSU, some have transferred from community colleges
offering the prerequisite, and some are new graduate
students with undergraduate deficiencies. Proper
placement of students in the introductory courses is
necessary to give those students with little background
in object-oriented software development an opportunity
for success, while challenging students who may have
had substantial programming experience elsewhere. The
Department has developed and tested a placement
examination. The examination helps students decide if
they should enroll in an introductory course that
assumes some previous programming experience without
object-oriented software development, or if they should
begin in Computer Science II that assumes knowledge of
C++ with object-oriented design. The score on the
placement exam demonstrated predictive power when
trying to distinguish, coarsely, between those students
who will probably pass the Computer Science II course
and those students who are at risk of failing the
course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Beaubouef:2001:USE,
author = "Theresa Beaubouef and Richard Lucas and James Howatt",
title = "The {UNLOCK} system: enhancing problem solving skills
in {CS}-1 students",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "43--46",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571953",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#BeaubouefLH01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "Many colleges typically lose 50\% of their CS1
students because they possess no fundamental problem
solving skill. The development of an interactive
learning tool, UNLOCK, teaches students those
fundamental skills. This article describes UNLOCK. The
goal is to increase CS1 retention, thereby increasing
the numbers of CS graduates.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Butler:2001:WBL,
author = "Jucain E. Butler and Jay B. Brockman",
title = "A {Web}-based learning tool that simulates a simple
computer architecture",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "47--50",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571954",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#ButlerB01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "As a supplement to an introduction to engineering
systems course, the article presents a self-paced,
web-based learning tool that introduces computer
concepts by simulating the Lego Mindstorm's RCX
programmable brick. It discusses the motivation for
creating this tool and its implementation. The
materials presented give students a broader perspective
of an engineering system (the computer) and a sense of
what goes on under the hood of a computer. They also
give students, in conjunction with a physical
laboratory project, a sense of working on a real
workplace assignment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Golub:2001:PBD,
author = "Evan Golub",
title = "{PC}-based development environments and a
{Unix}-centric curriculum: some practical issues",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "51--54",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571955",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Golub01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "As computers have become a more common household item,
computer science students are able to work at home
rather than in campus labs. At institutions that have
Unix-centric resources, students are able to use these
home computers to connect to campus machines remotely.
However, some students want to use a PC-based
development environment rather than the ones available
under Unix. Do they gain an advantage? Are there
problems that they will encounter when they bring their
program into the Unix environment?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gupta:2001:ITL,
author = "Gireesh K. Gupta",
title = "Information technology and liberal arts",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "55--57",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571956",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Gupta01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "A college campus without information technology
resources is like a human body without the nervous
system. Today, information technology is essential to
learning and communication. Small liberal arts
institutions must provide information technology
resources on their campuses and must upgrade them
regularly to incorporate technological advancements not
only to provide better education, but also for the very
survival.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ben-Ari:2001:BDR,
author = "Mordechai Ben-Ari",
title = "The bug that destroyed a rocket",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "58--59",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571958",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Ben-Ari01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "In the 2000 December issue of inroads, Michael
Williams suggested that the failure of the Ariane 5
rocket launch could be used as a case study in teaching
programming concepts. Here is an article I wrote
several years ago in which I present the story of the
Ariane 5 in terms used to teach introductory computer
science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2001:STR,
author = "Henry Walker",
title = "{SIGCSE Treasurer}'s report for the {June 2001 SIGCSE
Bulletin}",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "60--62",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571960",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Walker01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Almstrum:2001:STF,
author = "Vicki L. Almstrum and C. Neville Dean and Don Goelman
and Thomas B. Hilburn and Jan Smith",
title = "Support for teaching formal methods",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "71--88",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571962",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#AlmstrumDGHS01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "This report describes a growth path for the area
referred to as formal methods within the computing
education community. We define the term formal methods
and situate it within our field by highlighting its
role in Computing Curricula 1991, Computing Curricula
2001, and the SoftWare Engineering Body Of Knowledge
(SWEBOK). The working group proposes an enhancement to
an existing web resource, which is a rich collection of
materials and links related to formal methods. The new
resource is designed to provide a bridge between the
general computing education community and the formal
methods community. The goal is to allow the latter to
provide useful support for the former for the ultimate
benefit of all of our students. Eventually, the working
group aspires to see the concepts of formal methods
integrated seamlessly into the computing curriculum so
that it is not necessary to separate them in our
discussions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bergin:2001:NPR,
author = "Joseph Bergin and Charles Kelemen and Myles F. McNally
and Thomas L. Naps and Michael Goldweber and Chris
Power and Stephen J. Hartley",
title = "Non-programming resources for an introduction to {CS}:
a collection of resources for the first courses in
computer science",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "89--100",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571963",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#BerginKMNGPH01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "Well constructed non-programming resources have proven
invaluable in aiding students master introductory CS
topics. Unfortunately, such resources are hard to
identify and/or develop. A working group was convened
concurrent with the ITiCSE 2000 conference to examine
this issue. This paper, and an accompanying Web page
(http://csis.pace.edu/~bergin/iticse2000) have
therefore been developed to foster the development and
distribution of resources that educators can use to
introduce important introductory computer science
topics without programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2001:DDL,
author = "Tony Clear and Arto Haataja and Jeanine Meyer and
Jarkko Suhonen and Stuart A. Varden",
title = "Dimensions of distance learning for computer
education",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "101--110",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571964",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#ClearHMSV01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "In this paper, we explore what is variously termed
distance learning (DL), asynchronous, online,
Web-based, and Web-supported learning in terms of how
it can support and perhaps even improve the fields of
education involving computing. We use the term
distributed education to cover all mentioned topics. We
describe how the incorporation of these methods can
benefit computer education. These benefits arise
because of the nature of the computing field, the
profound requirements for students to understand
concepts and acquire skills as opposed to mere exposure
to facts, and our assessment that distributed education
has the potential to address many of the challenges
identified. We conclude with suggestions on the
incorporation of distributed methods into computer
education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2001:DET,
author = "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",
title = "Distributed expertise for teaching computer
organization \& architecture",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "111--126",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571965",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#CasselHKIBPDWY01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "This report presents preliminary results from our
project on creating distributed expertise for teaching
computer organization \& architecture course(s) in the
undergraduate computer science curriculum. We present
the details of an online survey designed to gather
information from faculty on the current state of
teaching this course. The survey also tries to identify
specific areas of need for creating distributed
expertise as reported by various faculty. We also
present several resources that have been identified
that are available for use by faculty teaching the
course(s). This report represents a mid-point of an
ongoing two-year study. Following a discussion of the
currently identified needs, we discuss ways to address
them and conclude the report with a plan of action that
will follow in the next phase of the project.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lavonen:2001:UCS,
author = "Jari Lavonen and Veijo Meisalo and Matti Lattu and
Liisa Leinonen and Tadeusz Wilusz",
title = "Using computers in science and technology education",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "127--135",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571966",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#LavonenMLLW01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "This working group wishes to promote interaction of
computer scientists and educational researchers. Such
an interaction would benefit not only educational
sciences and computer science education but also
contribute to computer science e.g., through behaviour
metaphors in robotics. We have initiated an analysis of
computer uses in education starting from applications
especially in science and technology education. Having
analysed various roles of computers in educational
processes in the above area we have also identified
technological requirements of modern learning
environments and defined the concept of a rich learning
environment. We use the Open Market metaphor to
concretise this concept in two different cases.
Finally, we present as an outcome of our cooperative
analysis basic goals for technological literacy and a
description of a technology literate student.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Little:2001:ICI,
author = "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",
title = "Integrating cultural issues into the computer and
information technology curriculum",
journal = j-SIGCSE,
volume = "33",
number = "2",
pages = "136--154",
month = jun,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/571922.571967",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:49 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#LittleGAHLWY01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "Industry leaders and educators in Computer and
Information Technology (CIT) have expressed a need for
graduates to have a background in professional,
societal, and ethical concerns as well as a strong
technical capability (Huff and Martin, 1995). Some
educators have gone so far as to include cultural
awareness: ``The cultural dimensions of information
technology can no longer be ignored, with the expansion
of the global economy, global markets and global
communication enabled by information technology''
(Hasan and Ditsa, 1998, p. 5). The rationale for
supporting and enhancing instruction in cultural issues
for CIT workers comes from the growing globalization of
the world in communication, the increase of
trans-national organizational mergers and partnerships,
the merging of various populations within national
boundaries, the increasing traffic of individuals to
different countries around the world, and the severe
shortage of information technology personnel throughout
the world. This paper provides material to support the
inclusion of cultural issues within the CIT curriculum.
The topics identified, which include diversity and
multiculturalism, organizational cultures, professional
cultures, socio-economic issues, and gender issues,
form a foundation body of knowledge that, once learned,
can improve and enhance the work of the information
technology professional. Exercises are provided that
can be incorporated into existing CIT courses across a
wide variety of programs, nations, and cultures. As the
internationalization of education continues, more
exercises and examples will surely arise from the CIT
community.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bruce:2001:EDP,
author = "Kim B. Bruce and Andrea P. Danyluk and Thomas P.
Murtagh",
title = "Event-driven programming is simple enough for {CS1}",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "1--4",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377440",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We have recently designed a CS 1 course that
integrates event-driven programming from the very
start. Our experience teaching this course runs counter
to the prevailing sense that these techniques would add
complexity to the content of CS 1. Instead, we found
that they were simple to present and that they also
simplified the presentation of other material in the
course. In this paper, we explain the approach we used
to introduce event-driven methods and discuss the
factors underlying our success.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Aedo:2001:ASE,
author = "Ignacio Aedo and Paloma D{\'\i}az",
title = "Applying software engineering methods for hypermedia
systems",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "5--8",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377442",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Despite the existence of software engineering methods
for hypermedia development, this process is not as
systematic as it could be expected and, in fact, the
``hypermedia software crisis'' still remains. This
situation can be attributed to the scarce dissemination
of methods for hypermedia. In this context, we present
our experience teaching a software engineering method
for hypermedia, called Ariadne, which is used to
develop hypermedia applications following a
user-centered approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Vat:2001:THS,
author = "Kam Hou Vat",
title = "Teaching {HCI} with scenario-based design: the
constructivist's synthesis",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "9--12",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377445",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the application of scenario-based
design in the teaching of Human-Computer Interaction
(HCI), in an undergraduate Software Engineering
program. Specifically, we describe how the ideas of
constructivism can be synthesized with the team-based
efforts in managing software requirements. The paper
serves as an experience report of an ongoing action
research the author has been executing to revise the
curriculum and pedagogy of a junior core course
entitled Software Psychology. In particular, we depict
some problem scenarios, helping the evolution of the
course content, and developing our students as
self-directed work teams of software professionals. The
paper concludes with the author's lessons learned with
this course enactment plus the necessary reflective
evaluations therein.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Czajkowski:2001:SPS,
author = "Michael F. Czajkowski and Cheryl V. Foster and Thomas
T. Hewett and Joseph A. Casacio and William C. Regli
and Heike A. Sperber",
title = "A student project in software evaluation",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "13--16",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377446",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Properly educating computer scientists involves
teaching effective means to properly engineer a system.
An important part of such engineering work is ensuring
that the computing system is both useful and usable.
While many systems out there today are difficult to
use, performing usability engineering on a system
during its development has been shown to be an
effective way to make a system more usable. The problem
is fitting practical experience into the curriculum.
This paper discusses a case example of how a team of
undergraduate students learned to take a software
system during its developing stages and perform
effective usability engineering following the
``thinking out loud'' methodology.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Guzdial:2001:UCM,
author = "Mark Guzdial",
title = "Use of collaborative multimedia in computer science
classes",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "17--20",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377452",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "While there is a lot of speculation about the benefits
of multimedia exploration, research on learning and
technology suggests that the creation of media by
students has even greater benefit for learning.
Students learn through articulating their knowledge in
their multimedia documents, reviewing their own work,
and receiving comments and critiques on their work. In
the research of the Collaborative Software Lab
(http://coweb.cc.gatech.edu/csl), we are particularly
interested in exploring the creation of media through
collaborative technology. By having students work
together in creating diverse media, we encourage review
and critique, and create opportunities for joint
learning. We have been using an environment for
collaborative multimedia in several computer science
classes, and in this paper, we describe some of the
activities that teachers have invented for using the
CoWeb.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mendes:2001:CFT,
author = "Emilia Mendes and Nile Mosley and Steve Counsell",
title = "The cognitive flexibility theory: an approach for
teaching {Hypermedia Engineering}",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "21--24",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377457",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Hypermedia engineering constitutes the employment of
an engineering approach to the development of
hypermedia applications. Its main teaching objectives
are for students to learn what an engineering approach
means and how measurement can be applied. This paper
presents the application of the Cognitive Flexibility
Theory as an instructional theory to teach Hypermedia
Engineering principles. Early results have shown that
students presented a greater learning variability
(suggested by their exam marks) when exposed to the CFT
as a teaching practice, compared to conventional
methods.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sooriamurthi:2001:PCR,
author = "Raja Sooriamurthi",
title = "Problems in comprehending recursion and suggested
solutions",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "25--28",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377458",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Recursion is a very powerful and useful problem
solving strategy. But, along with pointers and dynamic
data structures, many beginning programmers consider
recursion to be a difficult concept to master. This
paper reports on a study of upper-division
undergraduate students on their difficulty in
comprehending the ideas behind recursion. Three issues
emerged as the points of difficulty for the students:
(1) insufficient exposure to declarative thinking in a
programming context (2) inadequate appreciation of the
concept of functional abstraction (3) lack of a proper
methodology to express a recursive solution. The paper
concludes with a discussion of our approach to teaching
recursion, which addresses these issues. Classroom
experience indicates this approach effectively aids
students' comprehension of recursion.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Learmonth:2001:FDI,
author = "Rod Learmonth",
title = "Flexible delivery of information systems as a core
{MBA} subject",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "29--32",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377459",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In terms of prior education, culture and life
experience, a diverse student profile is evident in the
intake into the Master of Business Administration (MBA)
degree. Students may be experiencing tertiary education
for the first time (industry experience entry) or
adapting to a different education process
(international students).In redeveloping the core MBA
subject, Information Systems, materials were
constructed to support student-driven ``just in time''
learning. This argues for an information age
pedagogical model in which learning can occur with
efficiency, at the student's own pace, anytime and at a
location of their choosing. The paper outlines the
teaching and learning context, delivery infrastructure
and activities developed in response to this model.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kolling:2001:GTO,
author = "Michael K{\"o}lling and John Rosenberg",
title = "Guidelines for teaching object orientation with
{Java}",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "33--36",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377461",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "How to best teach object orientation to first year
students is currently a topic of much debate. One of
the tools suggested to aid in this task is BlueJ, an
integrated development environment specifically
designed for teaching. BlueJ supports a unique style of
introduction of OO concepts. In this paper we discuss a
set of problems with OO teaching, present some
guidelines for better course design and show how BlueJ
can be used to make significant improvements to
introductory OO courses. We end by presenting a
description of a possible project sequence using this
teaching approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Murtagh:2001:TBF,
author = "Thomas P. Murtagh",
title = "Teaching breadth-first depth-first",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "37--40",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377462",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper argues that current approaches to teaching
the introductory course for the CS major fail to
provide students with an accurate sense of the nature
of our field. We propose that an introductory course
focused on a single sub-field of our discipline could
better prepare potential majors by using that sub-field
as a vehicle to present an overview of the techniques
and principles fundamental to computer science. We
discuss our experience with such a course based on the
field of computer networks.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Haberman:2001:ABB,
author = "Bruria Haberman and Yifat Ben-David Kolikant",
title = "Activating ``black boxes'' instead of opening
``zipper'' --- a method of teaching novices basic {CS}
concepts",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "41--44",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377464",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we implement and evaluate of a unique
instructional method for teaching basic concepts in
computer science. This method is based on introducing a
new concept through activating ``black boxes'' that
demonstrate the properties of the concept and its role
in the computing process. We used the ``black
box''-based instructional method to teach basic
concepts of computation to novice high-school students.
Later we conducted research aimed at assessing the
effectiveness of this method on novice students'
perceptions of basic concepts in computation. Research
results indicated that students who learned according
to the ``black box''-based approach gained a better
understanding of the basic computational model,
compared to students who learned according to the
traditional ``zipper'' approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kumar:2001:LIB,
author = "Amruth N. Kumar",
title = "Learning the interaction between pointers and scope in
{C++}",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "45--48",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377466",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Traditionally, pointers, and their interaction with
scope in C++ have been a source of frustration and
confusion for students in our Computer Science II
course. Since problem-solving is known to improve
learning [6], we set out to develop software that would
help our students better understand these concepts by
repeatedly solving problems based on them. In this
paper, we will first describe the design and features
of this software. We conducted tests in two sections of
our Computer Science II course this fall to evaluate
the effectiveness of using this software. The results
have been very encouraging: the class average in both
the sections increased by 100\% from the pretest to the
post-test. We will also present the design and results
of these tests.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Byrne:2001:ESA,
author = "Pat Byrne and Gerry Lyons",
title = "The effect of student attributes on success in
programming",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "49--52",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377467",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper examines the relationship between student
results in a first year programming course and
predisposition factors of gender, prior computing
experience, learning style and academic performance to
date. While the study does not suggest that any
dominant attributes are related to success in
programming, there are some interesting outcomes which
will have implications for teaching and learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jenkins:2001:MSP,
author = "Tony Jenkins",
title = "The motivation of students of programming",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "53--56",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377472",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Students approach the study of computing in Higher
Education in increasing numbers from an increasingly
wide variety of backgrounds. In most degree level
courses one of the first modules students will
encounter is intended to teach them to program. As the
students become more diverse, so do their motivations
for taking their degree. Anecdotal evidence from many
institutions is that students are becoming more
tactical, and will engage only in those activities that
they see as contributing to an eventual highly paid
job. This paper describes an investigation into the
motivations of students for taking a degree in
computing, and for studying programming in particular.
The results raise a number of issues for the teaching
of programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lancaster:2001:TEF,
author = "Thomas Lancaster and Fintan Culwin",
title = "Towards an error free plagiarism detection process",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "57--60",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377473",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "For decades many computing departments have deployed
systems for the detection of plagiarised student source
code submissions. Automated systems to detect free-text
student plagiarism are just becoming available and the
experience of computing educators is valuable for their
successful deployment. This paper describes a
Four-Stage Plagiarism Detection Process that attempts
to ensure no suspicious similarity is missed and that
no student is unfairly accused of plagiarism. Required
characteristics of an effective similarity detection
engine are proposed and an investigation of a simple
engine is described. An innovative prototype tool
designed to decrease the workload of tutors
investigating undue similarity is also presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dick:2001:IOC,
author = "Martin Dick and Judy Sheard and Selby Markham",
title = "Is it okay to cheat? --- the views of postgraduate
students",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "61--64",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377474",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper examines the attitudes of students in the
Masters of Information Technology, Honours Degree in
the Bachelor of Computing and Graduate Diploma of
Computing at Monash University. Students were surveyed
on the acceptability of a variety of scenarios
involving cheating and on their knowledge of the
occurrence of these scenarios. The survey found a
strong consensus amongst the students as to what was
acceptable or unacceptable practice. The paper then
examines the significance of these results for
educators aiming to prevent cheating amongst their
students. The study reported is part of a larger study
currently being undertaken in the School of Computer
Science and Software Engineering (CSSE) at Monash
University.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Filho:2001:RES,
author = "Wilson P. Paula Filho",
title = "Requirements for an educational software development
process",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "65--68",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377476",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Software engineering education must provide the
students with knowledge and practice of software
development processes. These must be used in course
projects, to confront the students with realistic
software engineering issues. A requirements set for
educational software development processes is proposed
here. It includes requirements about process
architecture, team orientation, project life cycle,
standards and practices, student support and instructor
support. Some published real-life processes were
evaluated against these requirements, and a new process
was designed to meet them.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hause:2001:IFS,
author = "Martha L. Hause and Vicki L. Almstrum and Mary Z. Last
and M. R. Woodroffe",
title = "Interaction factors in software development
performance in distributed student teams in computer
science",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "69--72",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377477",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This research in progress paper compares the
characteristics of high and low performance distributed
student teams doing software development in Computer
Science. The distributed student teams were involved in
a software development project that was part of a
Computer Science course at two universities located in
different countries. We developed a set of categories
to examine the email communication of distributed
student teams. This paper tracks the progression and
changes in the categories coded for each team's
communication throughout the project's timeline,
particularly during key decision periods in the
software development cycle.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rutherfoord:2001:UPI,
author = "Rebecca H. Rutherfoord",
title = "Using personality inventories to help form teams for
software engineering class projects",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "73--76",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377486",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "As faculty create their teams for software engineering
class projects various techniques may be used to create
these teams. Random selection as well as structured
assignments all have varied strengths and weaknesses.
One method for selecting students involves using
personality inventories to assess the various
personality types of the students. This paper will
discuss how the author used the Keirsey Temperament
Sorter to select teams for a software engineering class
and some of the results of this experiment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stevens:2001:ETS,
author = "K. Todd Stevens",
title = "Experiences teaching software engineering for the
first time",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "77--80",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377488",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents an approach to teaching a Software
Engineering course, as well as significant feedback
from the students who were enrolled in the first
offering of the course using this approach. The course
provided students with conceptual material as well as
experience with a large project. Just teaching concepts
or major topics, while important, is not sufficient;
students need hands-on exposure to doing a large
project in order to comprehend the complexity of
building real systems. On the other hand a course
cannot ``teach'' only a project because students need a
conceptual framework, approaches, and techniques upon
which to base the complexities of software engineering.
The feedback from the students who took the first
offering of the course provides useful information to
anyone who teaches Software Engineering, in addition to
instructors preparing to teach the subject for the
first time.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2001:MAU,
author = "David Ginat",
title = "Metacognitive awareness utilized for learning control
elements in algorithmic problem solving",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "81--84",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377490",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Students who demonstrate high self-explanation ability
show advanced metacognitive awareness of their own
problem solving process. This awareness can be utilized
to reveal and apply control elements they experience
during problem solving. In this paper we present a
study of capitalizing on student awareness for
developing their control competence during algorithmic
problem solving. We describe the rational for our
study, illustrate the learning process through an
initial problem solving activity, and show the outcome
of this learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chalk:2001:SLV,
author = "Peter Chalk",
title = "Scaffolding learning in virtual environments",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "85--88",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377492",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "As the use of on-line teaching environments increases,
tutors need to identify the tasks, procedures and
interventions that enhance the quality of student
learning. One theory of instruction in problem solving
is scaffolding and this is used as a guide to analysis
of actual interventions by the author in a software
engineering assignment. Stored models of the students'
solutions show various misconceptions and the tutor's
comments in each case are shown to belong to one of the
six categories listed in the original definition of
scaffolding. One possible outcome could be the outline
of a possible new instructional design pattern for this
method of tutoring.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rosbottom:2001:HLS,
author = "John Rosbottom",
title = "Hybrid learning --- a safe route into {Web}-based open
and distance learning for the computer science
teacher",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "89--92",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377493",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The hybrid learner is located on a continuum between
the traditional student attending face to face classes
in a University and the distance learner who may never
visit the institution, except perhaps to graduate.
Modern methods of web-based open and distance learning
make hybrid learning attractive and accessible to
students. Computer Science students in particular make
very good hybrid students because the content of the
Computer Science curriculum has a strong practical
element that is conducive to independent learning
methods, and because they have a familiarity with the
tools used in hybrid learning. Suggestions are given on
how a teacher may develop web-based open and distance
learning (WEB-ODL) for hybrid learners.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carbone:2001:CPE,
author = "Angela Carbone and John Hurst and Ian Mitchell and
Dick Gunstone",
title = "Characteristics of programming exercises that lead to
poor learning tendencies: {Part II}",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "93--96",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377494",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In most introductory programming courses tasks are
given to students to complete as a crucial part of
their study. The tasks are considered important because
they require students to apply their knowledge to new
situations. However, often the tasks have not been
considered as a vehicle that can direct learning
behaviours in students. In this paper attention is paid
to features of programming tasks that led to the
following three poor learning behaviours:
non-retrieval, lack of internal reflective thinking and
lack of external reflective thinking. The data gathered
for this study is provided by students and tutors, and
describes the students' engagement in the tasks. The
paper concludes with a list of generic improvements
that should be considered when formulating programming
exercises to minimise poor learning behaviours in
students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ciesielski:2001:UAS,
author = "Vic Ciesielski and Peter McDonald",
title = "Using animation of state space algorithms to overcome
student learning difficulties",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "97--100",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377495",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe an algorithm animation system for
artificial intelligence search algorithms. We have
identified a number learning difficulties experienced
by students studying search algorithms and designed the
animation system to help students to overcome these
difficulties. As well as the usual single step mode for
assistance in learning the individual steps of an
algorithm, the system supports an innovative burst mode
for visualising qualitative behaviour and facilitating
comparisons between different algorithms and heuristic
functions. The system has successfully been used in the
classroom for 4 years and survey results indicate use
of the system improves understanding. An empirical
study comparing a group of 15 students using the
animation system and 15 students who wrote programs for
the algorithms revealed a generally similar level of
understanding, however the animation group was better
at dealing with questions about qualitative
behaviour.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Khuri:2001:EEV,
author = "Sami Khuri and Klaus Holzapfel",
title = "{EVEGA}: an educational visualization environment for
graph algorithms",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "101--104",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377497",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the package EVEGA (Educational
Visualization Environment for Graph Algorithms) and
possible ways of incorporating it into the teaching of
algorithms. The tool is freely available, platform- and
network-independent, and highly interactive. The tool
is designed for three different groups of users:
students, instructors, and developers. Interaction with
EVEGA can be achieved through the exploration of
existing default visualizations, through the direct
manipulation of graphical objects, or through the
implementation and visualization of new algorithms
using existing classes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Karvonen:2001:VCM,
author = "Antti Karvonen and Erkki Rautama and Jorma Tarhio and
Jari Turkia",
title = "Versatile concept map viewing on the {Web}",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "105--108",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377504",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present an applet-based system viewing concept maps
on the Web. The input consists of a concept map written
in a description language with optional style and
layout definitions. The system has numerous
applications, because many kinds of graphs, trees, and
flowcharts written by humans or generated by other
software can be shown in addition to traditional
concept maps.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dann:2001:UVT,
author = "Wanda Dann and Stephen Cooper and Randy Pausch",
title = "Using visualization to teach novices recursion",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "109--112",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377507",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes an approach for introducing
recursion, as part of a course for novice programmers.
The course is designed to make use of a 3-D animation
world-builder as a visualization tool that allows
students to see their own programs in action. One of
the pedagogical goals of the course is to enable the
student to gain an intuitive sense of and mathematical
insight into the recursive process. The software,
examples of animation using recursion, and some
experiences in using this approach are discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kaczmarczyk:2001:ASAa,
author = "Lisa C. Kaczmarczyk",
title = "Accreditation and student assessment in distance
education: why we all need to pay attention",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "113--116",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377659",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Distance Education (D.E.) is changing fundamental
debates about academic integrity and rigor. The role of
teaching and learning is being discussed with respect
to both accreditation and student assessment. Evidence
suggests that popular methods of student assessment in
D.E. differ little from traditional methods. Studies of
cheating in D.E. show that perceptions do not match
reality. Accrediting agencies are grappling with an
inherent educational paradigm shift. Beliefs about
professional autonomy and academic freedom may be
affected. Computer Scientists are in a unique position
to understand the implications of this
technology-driven debate. We need to educate ourselves
about these issues and make our voices heard.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kaczmarczyk:2001:ASAb,
author = "Lisa C. Kaczmarczyk",
title = "Accreditation and student assessment in distance
education (poster session): why we all need to pay
attention",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "113--116",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377717",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Distance Education (D.E.) is changing fundamental
debates about academic integrity and rigor. The role of
teaching and learning is being discussed with respect
to both accreditation and student assessment. Evidence
suggests that popular methods of student assessment in
D.E. differ little from traditional methods. Studies of
cheating in D.E. show that perceptions do not match
reality. Accrediting agencies are grappling with an
inherent educational paradigm shift. Beliefs about
professional autonomy and academic freedom may be
affected. Computer Scientists are in a unique position
to understand the implications of this
technology-driven debate. We need to educate ourselves
about these issues and make our voices heard.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thomas:2001:OSS,
author = "Pete Thomas and Kit Logan",
title = "Observational studies of student errors in a distance
learning environment using a remote recording and
replay tool",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "117--120",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377661",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "AESOP is An Electronic Student Observatory Project
consisting of a set of tools written in Smalltalk
allowing student's activities and progress through an
on-line distance education course to be remotely
recorded, replayed and analysed. The following paper
outlines some initial findings from observations made
on a cross-sectional group of 368 volunteers taking the
course in 2000. Students observed using low resolution
640 x 480 screens were noted to take significantly
longer to complete on-line course work (p=0.018).
Differences between genders were also found with
females reporting less comfort at using computers and
males using a greater variety of central processing
units. Some evidence indicates that female students
were also more likely to be using lower specification
machines than males although the differences noted were
found to be just outside significance levels.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2001:CIE,
author = "Tony Clear and Mats Daniels",
title = "A cyber-icebreaker for an effective virtual group?",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "121--124",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377662",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper reports selected results from the most
recent of a series of international collaborative
trials between students at Auckland University of
Technology and Uppsala University. The trials require
students to work together in virtual groups, comprising
students from each institution, to perform a common
task. The topic of this paper is how to form and
sustain more effective virtual groups. In this trial a
cyber-icebreaker task has been introduced and its
contribution to group effectiveness is explored. Some
conclusions are drawn pinpointing the strengths and
weaknesses of this trial design, and some insights into
effective design of electronic collaborative learning
groups are gained.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Azadegan:2001:ICP,
author = "Shiva Azadegan and Chao Lu",
title = "An international common project: implementation
phase",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "125--128",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377663",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "To better prepare students to work in globally
distributed organizations, to develop effective
communication skills to deal with the communication
barriers that are inherent in such settings and to
provide students with the opportunity to be involved in
a complete software development cycle of a
``real-world'' project, from design to integration and
testing, we have developed a course based on an
``International Common Project'' (ICP) model [3] of the
US-EC (European Community) Consortium ``Towards a
Common Computer Science Curriculum and Mutual Degree
Recognition'' [1]. The course is scheduled for the
Spring Semester, 2001, and Towson University, Maryland,
USA and Evry University, France, will participate in
this project.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Huizinga:2001:ITI,
author = "Dorota M. Huizinga",
title = "Identifying topics for instructional improvement
through on-line tracking of programming assignments",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "129--132",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377664",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper stresses the need for identifying specific
learning objectives for student programming projects
and describes the use of an on-line project submission
system for assessment of those objectives.
Specifically, the emphasis of the article is on on-line
tracking of student progress in order to identify
topics that need particular instructional attention.
The examples and data collected are drawn from a junior
level operating system course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Saikkonen:2001:FAA,
author = "Riku Saikkonen and Lauri Malmi and Ari Korhonen",
title = "Fully automatic assessment of programming exercises",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "133--136",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377666",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Automatic assessment of programming exercises has
become an important method for grading students'
exercises and giving feedback for them in mass courses.
We describe a system called Scheme-robo, which has been
designed for assessing programming exercises written in
the functional programming language Scheme. The system
assesses individual procedures instead of complete
programs. In addition to checking the correctness of
students' solutions the system provides many different
tools for analysing other things in the program like
its structure and running time, and possible
plagiarism. The system has been in production use on
our introductory programming course with some 300
students for two years with good results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Satratzemi:2001:SPV,
author = "Maria Satratzemi and Vassilios Dagdilelis and Georgios
Evagelidis",
title = "A system for program visualization and problem-solving
path assessment of novice programmers",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "137--140",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377667",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes an educational programming
environment, called AnimPascal. AnimPascal is a program
animator that incorporates the ability to record
problem-solving paths followed by students. The aim of
AnimPascal is to help students understand the phases of
developing, verifying, debugging, and executing a
program. Also, by recording the different versions of
student programs, it can help teachers discover student
conceptions about programming. In this paper we
describe how our system works and present some
empirical results concerning student conceptions when
trying to solve a problem of algorithmic or programming
nature. Finally, we present our plans for further
extensions to our software.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Medley:2001:UQR,
author = "M. Dee Medley",
title = "Using qualitative research software for {CS} education
research",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "141--144",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377668",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Research in Computer Science education has become more
and more important in recent years. Both quantitative
and qualitative research methods yield interesting
results, but most researchers in our field rely on
software for only the quantitative methods. This paper
describes one of several packages on the market that
support qualitative research methods. These packages
make qualitative research less unwieldy and provide the
researcher with excellent tools for doing far more
detailed analysis of the data than is possible by hand.
The data for such analysis may come from a variety of
sources including on-line or written tests, programming
assignments, and exit interviews for assessment
purposes. The results of qualitative research can
produce a better understanding of the larger picture in
the environment under study.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Claypool:2001:OSL,
author = "Mark Claypool and David Finkel and Craig Wills",
title = "An open source laboratory for operating systems
projects",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "145--148",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377669",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Typical undergraduate operating systems projects use
services provided by an operating system via system
calls or develop code in a simulated operating system.
With the increasing popularity of operating systems
with open source code such as Linux, there are untapped
possibilities for operating systems projects to modify
real operating system code. We present the hardware and
software configuration of an open source laboratory
that promises to provide students that use it with a
better understanding of operating system internals than
is typically gained in a traditional operating systems
course. Our preliminary projects and evaluation suggest
that thus far the lab has achieved its primary goal in
that students that used the lab feel more knowledgeable
in operating systems and more confident in their
ability to write and modify operating system code.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Koldehofe:2001:UAI,
author = "Boris Koldehofe and Philippas Tsigas",
title = "Using actors in an interactive animation in a graduate
course on distributed system",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "149--152",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377670",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe and evaluate an experiment where actors
were used to simulate the behaviour of processes in a
distributed system in order to explain the concept of
self-stabilisation in a graduate course on distributed
systems. A self-stabilising system is one that ensures
that the system's behaviour eventually stabilises to a
safe subset of states regardless of the initial state.
Protocols satisfying this elegant property, which
enables a system to recover from transient failures
that can alter the state of the system, are often hard
to understand, especially for students that have not
studied distributed computing and systems before. The
experiment was part of an introductory course on
distributed computing and systems for graduates in
October 2000. The purpose of this interactive animation
was to introduce to the students the basic concepts
behind self-stabilisation (eligible states, transient
faults, execution convergence) before their formal
introduction. All of the students had a degree either
in mathematics or computing science and had taken a
course on algorithms before. However, most of the
students did not have a background in distributed
systems or distributed algorithms. The latter was not
only the motivation for preparing this method of
presentation but also what made this a challenging
effort. The feedback from the class was that the
concept and this teaching method were very well
received. We could observe that their understanding
evolved to the point that they were able to
successfully come up with ideas for solutions and argue
for/prove their correctness. As suggested in [1],
dramatisation of executions can help the students to
understand new issues and complications. This work
shows that this is true even for graduate level
courses. In our experiment we could conclude that
dramatisation can be almost as powerful as a
programming exercise in the teaching process; sometimes
even more efficient, especially when we need to teach
new concepts to an audience with diverse educational
backgrounds. In analysing the results of our method we
make a combination of the qualitative and quantitative
approaches [4].",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carniani:2001:NET,
author = "Enrico Carniani and Renzo Davoli",
title = "The {NetWire} emulator: a tool for teaching and
understanding networks",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "153--156",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377671",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The evolution of the parallel computing theory has
shown over years the need for complex and reliable
emulation tools for teaching, learning and developing
new distributed algorithms in a realistic network
environment. NetWire[emu] is a distributed architecture
designed for educational and research purposes which
provides a synthetic and realistic network environment
that may be used to teach and learn parallel algorithms
(or parallel operating systems) as well as to research
and develop new distributed algorithms. NetWire is an
architecture based on a client/server derivation
scheme: each client can interact with one or more
servers emulating one or more networks by the NOEL
protocol (Network Oriented Emulation Language), which
is an extension of TCL over TCP/IP specifically
designed for NetWire. The user can thus control all the
physical parameters of each network or part of it
(communication channels, hubs, network adapters and so
on).Furthermore, the NetWire API library interfaces the
synthetic network environment to real software
applications with ease, hiding the whole architecture
behind the appearance of a network device driver, fully
compatible with the operating system the applications
run on. Moreover, NetWire already provides a featured
Xwindows interface, and because of the integrated TCL
language and the interactions between NOEL and TK, it
is possible to fastly build up new and powerful GUI
based programs. Thus, the field of application of
NetWire is twofold: on a side, it may be used as a tool
for teaching distributed algorithms on parallel and
distributed operating systems, and on the other one it
is a tool for the research and development of new
distributed algorithms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rickman:2001:ECN,
author = "Jon Rickman and Merry McDonald and Gary McDonald and
Phillip Heeler",
title = "Enhancing the computer networking curriculum",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "157--160",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377672",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An increasing number of students in computer science
are requesting advanced study and active learning
experiences in computer networking. Employers need
graduates who not only understand the fundamentals of
networking but those who can quickly be involved in
network administration. Meeting these demands in the
curriculum suggests that new and well-planned
laboratory and internship experiences should be
incorporated into the computer science curriculum.
However, there are some major challenges in providing
these experiences; it is much more complex than just
adding another compiler or server to a laboratory. This
paper describes several efforts the authors are making
to meet these challenges. The environment in which
these efforts have been studied is a small
state-supported university, Northwest Missouri State
University, in rural Missouri. Northwest has over 6,200
students pursuing baccalaureate, masters and specialist
degrees. The networking environment at Northwest is
more robust than one might expect. In 1987, the
University became the first public institution in the
United States to develop an ``Electronic Campus''
featuring University-provided, networked computing
stations located in every residence hall room and
faculty office. Then in 1999, each faculty member was
issued a personal notebook computer and the residence
halls were upgraded to Windows-based, networked desktop
computers. [9]",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gregorio-Rodriguez:2001:EAW,
author = "C. Gregorio-Rodr{\'\i}guez and L. Llana-D{\'\i}az and
P. Palao-Gostanza and C. Pareja-Flores and R.
Mart{\'\i}nez-Unanue and J. {\'A}.
Vel{\'a}zquez-Iturbide",
title = "{EXercita}: automatic {Web} publishing of programming
exercises",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "161--164",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377673",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "EXercita is a system designed to archive and publish
programming exercises. It consists of a repository of
structured documents, each describing an exercise, and
several tools to manage it. Documents are marked-up
with an extension of LaTeX we have designed, called
eXercita, and can be automatically published as
PostScript files or Web pages. In addition, exercises
can be automatically published as a hierarchical Web
site that mirrors the structure of the repository.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fone:2001:UFP,
author = "William Fone",
title = "Using a familiar package to demonstrate a difficult
concept: using an excel spreadsheet model to explain
the concepts of neural networks to undergraduates",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "165--168",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377675",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A course introducing neural networks to second year
undergraduates with mixed disciplinary backgrounds
needed a tool to reduce the overheads of simplifying
the complex mathematical and programming skills
normally associated with the subject. An Excel model
was produced that had the added benefit of reducing
anxiety, as all students taking the course are
competent with Excel spreadsheets.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Berque:2001:TTC,
author = "Dave Berque and David K. Johnson and Larry Jovanovic",
title = "Teaching theory of computation using pen-based
computers and an electronic whiteboard",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "169--172",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377680",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a Theory of Computation course
that was taught in an electronic classroom equipped
with a network of pen-based computers, a
touch-sensitive electronic whiteboard, and locally
written groupware that was designed to enhance the
ability of teachers and students to share written
information during class. We first describe the
technology that was used to support the course, and
then provide an overview of the instructor's use of
this technology to engage students during class.
Finally, we present the students' reaction to the
approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carter:2001:GDP,
author = "Janet Carter and Tony Jenkins",
title = "Gender differences in programming? (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "173--173",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377681",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2001:CER,
author = "Tony Clear and Alison Young",
title = "Are computing educators and researchers different from
the rest? (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "173--173",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377682",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Holden:2001:ITP,
author = "Jan Holden and Alison Young",
title = "Innovative teaching practices in computing education
(poster session): the {TLA} project",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "174--174",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377683",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jenkins:2001:MVX,
author = "Tony Jenkins",
title = "Motivation = value x expectancy (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "174--174",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377684",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Linington:2001:PPE,
author = "Janet Linington and Mark Dixon",
title = "Picture program execution (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "175--175",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377685",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCaughey:2001:LTS,
author = "Aine McCaughey and Sylvia Alexander",
title = "The learning and teaching support network promoting
best practice in the information and computer science
academic community (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "175--175",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377686",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Choi:2001:UIM,
author = "Sun-Hea Choi and Sandra Cairncross",
title = "Using interactive multimedia for teaching and learning
object oriented software design (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "176--176",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377687",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{English:2001:JPS,
author = "John English",
title = "{JEWL} (poster session): {GUI} programming for
complete beginners",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "176--176",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377688",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Joyce:2001:PPP,
author = "Donald Joyce and Alison Young",
title = "The {PASS} project (poster session): group research
into parameters affecting student success",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "177--177",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377689",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thomas:2001:CSS,
author = "Pete Thomas",
title = "The coach supporting students as they learn to program
(poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "177--177",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377690",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wilson:2001:LDI,
author = "Laura Wilson and Jon Preston and Russell Shackelford",
title = "On-line dynamic interviews {(ODIN)} (poster session):
a means of overcoming distance in student--teacher
relations",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "178--178",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377691",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Blank:2001:CPS,
author = "Glenn David Blank and William M. Pottenger and G. Drew
Kessler and Martin Herr and Harriet Jaffe and Soma
Roy",
title = "{CIMEL} (poster session): constructive, collaborative
inquiry-based multimedia {E}-learning",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "179--179",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377692",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cover:2001:IMC,
author = "Comfort Fay Cover and Robert D. Campbell and Karl J.
Klee",
title = "An international model for curriculum adaptation and
implementation (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "179--179",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377693",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Korhonen:2001:MCA,
author = "Ari Korhonen and Lauri Malmi and Riku Saikkonen",
title = "Matrix --- concept animation and algorithm simulation
system",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "180--180",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377694",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{OConnor:2001:SPI,
author = "Rory O'Connor and Gerry Coleman and Maurizio Morisio",
title = "Software process improvement education (poster
session): a {European} experiment",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "180--180",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377695",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fowler:2001:WBC,
author = "Aliy Fowler",
title = "{Web}-based {CALL} using {Prolog} (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "181--181",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377697",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Voracek:2001:IMP,
author = "Jan Voracek and Nina Kontro-Vesivalo",
title = "International {Master}'s program in information
processing and telecommunications (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "181--181",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377696",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Joyce:2001:EDB,
author = "Donald Joyce and Alison Young",
title = "Electronic discussion boards (poster session): their
use in post graduate computing courses",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "182--182",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377698",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kosa:2001:XBD,
author = "Martha J. Kosa and Mark A. Boshart",
title = "{XML} and browser development activities in {CS2}
(poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "182--182",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377699",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lanari:2001:IPS,
author = "David Lanari and Stefano Roccetti",
title = "e-{IMC} (poster session): an authoring tool for
humanistic teachers aimed to develop and distribute
customized instructional courseware",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "183--183",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377700",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lawhead:2001:ERP,
author = "Pamela Lawhead",
title = "Events robots and programming using {Legos} in {CS1}
(poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "183--183",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377701",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Abraham:2001:LTP,
author = "David Abraham and Liz Crawford and Leanna Lesta and
Agathe Merceron and Kalina Yacef",
title = "The logic tutor (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "184--184",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377703",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Van:2001:FAQ,
author = "Huu Le Van and Andrea Trentini",
title = "A ``frequently asked questions'' management system
that supports voting, built for student evaluation and
optimization purposes (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "184--184",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377702",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Impagliazzo:2001:RVC,
author = "John Impagliazzo",
title = "Real and virtual computing museums (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "185--185",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377704",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Putnik:2001:ILT,
author = "Zoran Putnik",
title = "On integration of learning and technology (poster
session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "185--185",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377705",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shi:2001:SIC,
author = "Hongchi Shi and Yi Shang and Su-Shing Chen",
title = "Smart instructional component based course content
organization and delivery (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "186--186",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377706",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Xizhe:2001:ETS,
author = "Jin Xizhe",
title = "Evaluation technique of software configuration
management (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "186--186",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377707",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Velazquez-Iturbide:2001:FPA,
author = "J. {\'A}. Vel{\'a}zquez-Iturbide",
title = "A first problem for the algorithms course (poster
session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "187--187",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377708",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "I present a problem to be used in the first class of
the algorithms course as an introduction to the topic.
Two algorithms are given, simple but rich enough to
illustrate several issues.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2001:RSP,
author = "Lillian N. Cassel",
title = "Reading summaries (poster session): relating class to
student's problems with the current reading
assignment",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "188--188",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377709",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Laxer:2001:TCS,
author = "Cary Laxer",
title = "Treating computer science as science as: an experiment
with sorting (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "189--189",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377710",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "When I teach sorting algorithms in our introductory
computer science class, I always wonder how I can
convince the students of the efficiency of $ \Omega (n
\log n) $ sorts, and their complex code, vs. the ease
of writing $ \Omega (n^2) $ sorts. With today's
personal computers, even bubble sorting an array of a
few thousand items appears to occur instantaneously. In
addition, most textbooks provide the program code for
implementing most of the standard sorting algorithms,
such as bubble sort, selection sort, and quick sort.
Since our introductory course has a closed lab period
each week, I looked for something to do with my
students when it came to sorting. Making them type in
the code that was in the book seemed a waste of time.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Joyce:2001:SEM,
author = "Daniel Joyce",
title = "Sneaking in extra material (panel session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "190--190",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377711",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Did you ever wish you could sneak some extra material
into a course but it just doesn't fit with the syllabus
and there's not enough time to add another unit to an
already crowded calendar? In this Tips and Techniques I
described how I snuck some computing history into an
introductory programming course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Koppelman:2001:TAE,
author = "Herman Koppelman",
title = "Teaching abstraction explicitly (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "191--191",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377712",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "When one has to learn programming one has to learn a
programming language, but also the concept of
abstraction. Learning abstraction is not a logical
consequence of learning a programming language.
Moreover, it can be doubted whether novice programmers
naturally tend to use abstraction. So, our approach is
to teach abstraction explicitly to novices. We show
that even for simple problems it makes sense to look
for levels of abstraction in the problem definition and
subsequently to design programs that reflect explicitly
those levels of abstraction. We will discuss the way it
works on the basis of a simple example.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barros:2001:UPN,
author = "Jo{\~a}o Paulo Barros",
title = "Use {Petri} nets to improve your concurrent
programming course (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "192--192",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377713",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Petri nets are recommended as a learning aid in a
concurrent programming course covering modelling and
verification techniques, based on state space analysis,
and translation of formal models to Java programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sooriamurthi:2001:PJE,
author = "Raja Sooriamurthi",
title = "Prelude to the {Java} event model (poster session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "193--193",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377714",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rasala:2001:ERH,
author = "Richard Rasala",
title = "Exploring recursion in {Hilbert} curves (poster
session)",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "194--194",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377715",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This tip will describe the use of a graphical tool to
explore the recursive Hilbert curves and will explain
some of the mathematical information that can be
visualized using this tool.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Grissom:2001:RCP,
author = "Scott Grissom",
title = "Reality check (poster session): an informal feedback
tool",
journal = j-SIGCSE,
volume = "33",
number = "3",
pages = "195--195",
month = sep,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/507758.377716",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:50 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2001:PSI,
author = "C. Dianne Martin",
title = "{PKAL} summer institute 2001: just-in-time computer
education for the 21st century",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "5--6",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572141",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Martin01a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gotterbarn:2001:ASW,
author = "Don Gotterbarn",
title = "Antipodal shock: watch your language!",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "7--8",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572142",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Gotterbarn01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2001:PLN,
author = "Tony Clear",
title = "``Programming in the Large'' and the need for
professional discrimination",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "9--10",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572144",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Clear01a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gorgone:2001:ICC,
author = "John T. Gorgone",
title = "The {IS2001} curriculum in {CC2001} computing
compendium",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "11--12",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572146",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Gorgone01a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hartman:2001:CFC,
author = "Janet Hartman",
title = "The changing face of computing accreditation",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "13--14",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572148",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Hartman01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCauley:2001:ADM,
author = "Ren{\'e}e McCauley",
title = "Agile development methods poised to upset status quo",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "14--15",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572150",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#McCauley01a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2001:TSD,
author = "Henry MacKay Walker",
title = "Teaching and a sense of the dramatic",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "16--17",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572152",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Walker01a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gersting:2001:ITE,
author = "Judith L. Gersting and Frank H. Young",
title = "Improving the team experience",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "18--19",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572154",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#GerstingY01a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2001:CP,
author = "David Ginat",
title = "Chain of permutations",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "20--21",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572156",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Ginat01a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davies:2001:UDE,
author = "Gordon Davies",
title = "{USC}'s distance education network {(DEN)}",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "22--23",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572158",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Davies01a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2001:TYC,
author = "Robert D. Campbell",
title = "Two-year college education committee update",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "24--25",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572160",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Campbell01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2001:NAT,
author = "Nick Parlante",
title = "Nifty assignments: {Tetris} on the brain",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "25--27",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572162",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Parlante01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2001:STR,
author = "David Ginat",
title = "Starting top-down, refining bottom-up, sharpening by
zoom-in",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "28--31",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572164",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Ginat01b;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "We illustrate with colorful algorithmic problems two
solution processes that embed three primary computer
science problem-solving approaches. The first, Top-Down
approach is rather naturally invoked for formulating
elegant, though inefficient divide-and-conquer rules.
The second, Bottom-Up approach is utilized to
considerably improve efficiency of the Top-Down
solution. The third, Zoom-In approach sharply captures
the precise essence of the problem characteristics and
yields remarkably concise solutions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2001:NAJ,
author = "Henry Walker",
title = "Notes on the academic job market and hiring
strategies",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "32--34",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572165",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Walker01b;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "Today's tight job market challenges colleges and
universities in hiring. This article reviews the
current job market and suggests strategies for a
successful hiring effort.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jacobson:2001:MNS,
author = "Norman Jacobson",
title = "A method for normalizing students' scores when
employing multiple graders",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "35--38",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572166",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Jacobson01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "Teachers of large classes often employ multiple
graders to score student work. Even when appropriate
measures are taken to insure that scoring by different
graders is consistent, inconsistencies nevertheless
occur. To adjust for them, instructors sometimes
normalize grades mathematically, typically by scaling
each grader group's score to an average of points
earned. Scaling to an average has undesirable traits,
including the difficulty of convincing students that it
is fair. We developed an easy-to-explain method that
adjusts scores so that the average number of points
lost by students in each grader's group is the same. We
discuss how to compute the adjustment and its
advantages and limitations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Renaud:2001:TPD,
author = "Karen Renaud and John Barrow and Petra le Roux",
title = "Teaching programming from a distance: problems and a
proposed solution",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "39--42",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572167",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#RenaudBR01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "Teaching programming is never a simple task. It is a
dynamic process and the curriculum often evolves from
one year to the next. Teaching programming at a
distance-education institution is especially
challenging. This paper reports on the process of
curriculum planning at the computer science department
of a distance-education institution. We address generic
issues related to teaching programming and specific
problems encountered when teaching at a distance. The
paper outlines and motivates our proposed strategy,
which encompasses three years of undergraduate
teaching.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reis:2001:AEF,
author = "Rog{\'e}rio Reis and Nelma Moreira",
title = "{Apoo}: an environment for a first course in assembly
language programming",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "43--47",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572168",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#ReisM01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "Teaching the very basic concepts of a computer
architecture, instruction set and operation, based on a
real micro-processor is usually an unfruitful task as
the essential notions are obscured by the specific
details of its architecture. A machine emulator has the
benefit of providing a portable environment that can
run in several platforms and that can be easily adapted
for pedagogical purposes. In this work we present an
environment for a first course in assembly language
programming that aims to be a flexible and effective
pedagogical tool.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chung:2001:NAH,
author = "Sei-Jong Chung",
title = "Network architecture: {Hamming} codes and cyclic
redundancy for transmission error correction",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "48--50",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572169",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Chung01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "In this paper, we examine how detect and correct
transmission errors transmission control protocols such
as TCP. We will first show how to construct Hamming
Codes to detect and correct single-bit transmission
errors. Then, we will evaluate various aspects of the
Cyclic Redundancy Check (CRC) codes in comparison to
Hamming Codes. The efficiency and the ease with which
we can build and implement CRC codes are some of the
aspects of the CRC codes that this paper explores.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ryan:2001:HCI,
author = "Christopher D. Ryan",
title = "The human-computer interface: challenges for
educational multimedia and {Web} designers",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "51--54",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572170",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Ryan01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "Designers often treat interface and navigation as
afterthoughts in educational multimedia and web design,
to the detriment of their prospective learners. A
review of the literature provides clues to designing a
more usable interface and navigation structure that
both aides and engages learners. A look at the past and
future of interface design allows designers to glean
valuable information and ideas for improving the
usability, as well as the educational value, of their
products. Concentrating on simplicity and consistency,
and keeping flashy design and color to a minimum,
designers can create attractive products that promote
learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hazzan:2001:PCS,
author = "Orit Hazzan",
title = "On the presentation of computer science problems",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "55--58",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572171",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Hazzan01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "This paper suggests an alternative way for presenting
theorems to students. The discussion focuses on
theorems that indicate the existence (or in existence)
of some object. Instead of presenting a given theorem
as it is, it is suggested to reformulate the theorem as
a (sometimes unsolvable) construction task. Students
trials to solve the construction problem, lead them to
discover the theorem by themselves.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ariga:2001:PSI,
author = "Taeko Ariga and Hideki Tsuiki",
title = "Programming for students of information design",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "59--63",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572172",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#ArigaT01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "Programming is one of the subjects which students of
information design need to study. Programming training
will improve their multimedia representation, even when
they use software packages. It will also enlarge the
possibility of new interactive multimedia art over the
internet. We propose course materials to teach
programming by Java, which have been applied to a
programming course in the Department of Information
Design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Warms:2001:TEC,
author = "Tom M. Warms",
title = "Tracing the execution of {C++} programs",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "64--67",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572173",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Warms01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "One of the difficulties faced by instructors of
introductory courses in computer science is explaining
the intricacies of recursion. This article describes a
method devised by the author that enables students to
follow and understand the step-by-step execution of
many basic programs, including recursive programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lang:2001:OOP,
author = "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",
title = "Object-oriented programming and design patterns",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "68--70",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572174",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#LangBBDKKMP01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "When teaching object-oriented concepts, design
patterns are usually left until the end or left out
entirely. In this paper, design patterns are related to
the rules of object-oriented design, strongly
suggesting that these two concepts should be taught
together as beneficial for the understanding of both.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Suraweera:2001:GMA,
author = "Francis Suraweera",
title = "Getting the most from an algorithms design course: a
personal experience",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "71--74",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572175",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Suraweera01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "The most significant goal of an algorithm design
course is to prepare students to solve general problems
that they will encounter later in their lives.
Departments usually offer such courses at the upper
undergraduate and graduate levels. Today, compared to
three decades ago, we have numerous texts on this and
similar courses. The authors of these textbooks suggest
different ways to organize their material to suit a
variety of audiences. This paper deals with the
following. How can we ensure that our students will
acquire the necessary skills and abilities to solve
general problems? We do this by tying the assessments
to the objectives and aims of the course. We list some
of the most desirable outcomes for this course, suggest
possible ways to assess them based on our experience,
and do assessments in a way to foster the confidence
they need to handle general problems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mulder:2001:IUI,
author = "Fred Mulder and Tom J. van Weert",
title = "{IFIP\slash UNESCO}'s {Informatics Curriculum
Framework 2000} for higher education",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "75--83",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572177",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#MulderW01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "Informatics is a relatively new discipline, nowadays
of key importance in all economic processes. Many
professionals are needed with different informatics
backgrounds. The Informatics Curriculum Framework 2000
(ICF-2000) has been designed to cope with a large
diversity in demands for informatics education in a
controlled way. It offers 8 different curriculum
specifications that fit 8 professional role categories.
It supports systematic and controlled educational
policies in which educational informatics programmes
can be developed in a cost-effective way, if need be
from scratch. Learning materials can be developed in
the local cultural tradition. ICF-2000 has many source
links to model informatics curricula from leading
professional informatics societies. Through this
mechanism ICF-2000 can be easily kept up to date.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2001:RIC,
author = "Tony Clear and Michael Goldweber and Frank H. Young
and Paul M. Leidig and Kirk Scott",
title = "Resources for instructors of capstone courses in
computing",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "93--113",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572179",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#ClearGYLS01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "Most computing programs now have some form of
integrative or capstone course in which students
undertake a significant project under supervision.
There are many different models for such courses and
conducting these courses is a complex task. This report
is intended to assist instructors of capstone courses,
particularly those new to the model of teaching and
learning inherent in the capstone course. This paper
discusses important issues that must be addressed when
conducting capstone courses. These issues are addressed
through a series of questions, with answers reflecting
the way that different institutions have chosen to
handle them, and commentary on the impact of these
different choices. These questions include: Goals of
the Course; Characteristics of Projects; Project
Deliverables; Sponsors; Teams; Prerequisites and
Preparation; Grading and Assessment; Administration and
Supervision; and Reflection, Analysis and Review.
Subsequently we present information about the companion
Web site, intended as an active repository of best
practice for instructors of capstone projects. The Web
site will have examples of information about capstone
courses and materials used by instructors. Readers are
invited to contribute content to this site. The paper
concludes with a bibliography of additional reference
material and resources.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2001:SMT,
author = "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",
title = "Striving for mathematical thinking",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "114--124",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572180",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#HendersonBDDFGGHHLMMRW01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "Computer science and software engineering are young,
maturing disciplines. As with other mathematically
based disciplines, such as the natural sciences,
economics, and engineering, it takes time for the
mathematical roots to grow and flourish. For computer
science and software engineering, others have planted
these seeds over many years, and it is our duty to
nurture them. This working group is dedicated to
promoting mathematics as an important tool for
problem-solving and conceptual understanding in
computing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCracken:2001:MMI,
author = "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",
title = "A multinational, multi-institutional study of
assessment of programming skills of first-year {CS}
students",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "125--140",
month = dec,
year = "2001",
CODEN = "SIGSD3",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
bibdate = "Sat Nov 17 10:29:15 2012",
bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Techreports/UKent.bib;
http://www.cs.kent.ac.uk/pubs/2001/1365",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
submission-id = "17329_1019825612",
}
@Article{McCracken:2001:MNM,
author = "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",
title = "A multi-national, multi-institutional study of
assessment of programming skills of first-year {CS}
students",
journal = j-SIGCSE,
volume = "33",
number = "4",
pages = "125--180",
month = dec,
year = "2001",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/572139.572181",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:51 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#McCrackenADGHKLTUW01;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib",
abstract = "In computer science, an expected outcome of a
student's education is programming skill. This working
group investigated the programming competency students
have as they complete their first one or two courses in
computer science. In order to explore options for
assessing students, the working group developed a trial
assessment of whether students can program. The
underlying goal of this work was to initiate dialog in
the Computer Science community on how to develop these
types of assessments. Several universities participated
in our trial assessment and the disappointing results
suggest that many students do not know how to program
at the conclusion of their introductory courses. For a
combined sample of 216 students from four universities,
the average score was 22.89 out of 110 points on the
general evaluation criteria developed for this study.
From this trial assessment we developed a framework of
expectations for first-year courses and suggestions for
further work to develop more comprehensive
assessments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2002:AIP,
author = "David Ginat",
title = "Aha! an illuminating perspective",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "1--2",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563342",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The 'Aha!' phenomenon is familiar to us in many
domains including computer science and mathematics
(e.g., [2,3,6]). It often stems from an unexpected
point of view that illuminates an appealing solution
path. The 'Aha' reaction is common to all. Its
occurrence is related to the problem-solvers' common
perspectives and solution repertoires. Whether more
frequent or less frequent, 'Aha' occurrences enrich and
strengthen perspectives and repertoires in a
stimulating manner. Consider the following Ladder
Problem: calculate the number of different ways to
climb an N-stage ladder when each step is either one or
two stages. One solution perspective may be 'forward
reasoning', leading to a systematic accumulation of the
possible climbing paths. Another perspective may be
combinatorial, leading to the calculation of all the
combinations of 1 and 2 that sum to N. A third
perspective may be 'backward reasoning', yielding
recursive decomposition of the N$^{th}$ case into the
N-1 and N-2 cases. Some problem-solvers may fairly
quickly invoke the third perspective and elegantly
obtain the N$^{th}$ Fibonacci number. Others may first
follow one of the other perspectives and later realize
the illuminating third perspective. The 'Aha' reactions
among the solvers may vary. However, both less
experienced and more experienced solvers will gain from
recognizing the relevance and elegance of the recursive
decomposition and enhance their problem-solving
repertoires.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Vidal:2002:URT,
author = "Jos{\'e} M. Vidal and Paul Buhler",
title = "Using {RoboCup} to teach multiagent systems and the
distributed mindset",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "3--7",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563344",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "We present our experiences using the RoboCup
soccerserver simulator and Biter, our own agent
platform, for the teaching of a graduate multiagent
systems' class. The RoboCup simulator and Biter are
both described. We argue that the combination of
RoboCup and Biter forms an effective platform for the
teaching of multiagent systems and the distributed
mindset. Results from two semesters using these tools
are presented. These results confirm our claims.
Finally, we characterize this work within the framework
provided by the STEELMAN Draft of the Computing
Curricula 2001 initiative.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Klassner:2002:CSL,
author = "Frank Klassner",
title = "A case study of {LEGO Mindstorms\TM} suitability for
artificial intelligence and robotics courses at the
college level",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "8--12",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563345",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This paper examines LEGO Mindstorms{\TM} suitability
as a hardware platform for integrating robotics into an
Artificial Intelligence course organized around the
agent paradigm popularized by Russell and Norvig. This
evaluation discusses how kits and projects based on
Mindstorms supported students' exploration of the
issues behind the design of agents from three classes
in Russell and Norvig's intelligent agent taxonomy. The
paper's investigation also examines several
popularly-perceived limitations of the Mindstorms
package for college-level robotics projects and shows
that most of these ``limitations'' are not serious
impediments to Mindstorms' use, while certain other of
these ``limitations'' do indeed present challenges to
the platform's use.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gallagher:2002:WAR,
author = "John C. Gallagher and Steven Perretta",
title = "{WWW} autonomous robotics: enabling wide area access
to a computer engineering practicum",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "13--17",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563346",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "In recent years, courses in the design and programming
of mobile autonomous robots have become popular at a
number of institutions. These activities offer
participants experience in a number of practical areas,
including computer programming, project management, and
technical writing. Further, they provide those
experiences in an entertaining manner that may motivate
students to pursue additional education in computer
science and engineering. By their nature, however,
these classes are resource intensive, often limiting
access to a few, fortunate students. This paper
describes efforts to date in providing a World Wide Web
(WWW) based course in autonomous robotics. We will
begin with a discussion of how the unique benefits of
autonomous robotics courses are enhanced by offering
them via the web. We will then discuss our WWW course
and some special challenges we encountered during its
development. We will conclude with a discussion of
future plans and a set of open questions we intend to
address.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Noyes:2002:FCC,
author = "James L. Noyes",
title = "A first course in computational science: (why a math
book isn't enough)",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "18--22",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563348",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "There is a change underway in the CS curriculum that
reflects a renewed emphasis upon solving applications.
Computational science applies solution methods to
various scientific models. However, following a
computational science approach means more than just
using formulas out of a math book. It means having a
scientific mindset, understanding and using a
scientific approach, thoroughly testing both the
theoretical models and the specific implementation of
these models, knowing when to use analytic methods
instead of numerical ones, using graphics to improve
understanding, and knowing how to explain the results
of these models to others. This paper addresses what
has been learned in designing and teaching a first
course in computational science at the undergraduate
level.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Micco:2002:BCL,
author = "Mary Micco and Hart Rossman",
title = "Building a cyberwar lab: lessons learned: teaching
cybersecurity principles to undergraduates",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "23--27",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563349",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "With funding from NSF the Department has set up a
stand alone lab for students to learn penetration
testing techniques (attack), to harden their networks
against these attacks (defense) , and also to gather
enough evidence to through careful logging and audit
controls to convict a hacker (convict). Linux RedHat
7.1 was used and all the machines were set up as
standalone servers in three different subdomains, with
2 perimeter routers and 2 firewalls to allow
experimentation with various configurations. In all
over 50 software tools were downloaded and tested.
Students were screened and asked to sign a disclaimer.
They should also have been required to have networking
experience. An initial mistake was to run a very
minimal server with no services and practically no
users. This was not realistic. It made it quick to
rebuild systems but much harder to attack. The attacks
need to be carefully planned and structured in a
specific sequence one at a time, otherwise it becomes
very difficult to follow what is going on.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Vasiga:2002:WCA,
author = "Troy Vasiga",
title = "What comes after {CS} 1 + 2: a deep breadth before
specializing",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "28--32",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563350",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "There has been much discussion of CS1 and CS2 in
computer science education circles. This paper presents
a proposal for a course subsequent to CS2 that acts as
a ``springboard'' for students diving into more
specialized Computer Science courses at the upper year
levels.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thomas:2002:LSP,
author = "Lynda Thomas and Mark Ratcliffe and John Woodbury and
Emma Jarman",
title = "Learning styles and performance in the introductory
programming sequence",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "33--37",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563352",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This paper reports on the implication of different
preferred learning styles on students' performance in
the introductory programming sequence and on work in
progress on how to accommodate these different styles.
Students were given a learning styles preference test
and then their preferred learning styles were compared
to their performance on the exam and the practical
programming part of the introductory programming
module. There were significant differences in
performance between groups of students. This result
could lead one to two possible conclusions. One might
be that some students' learning styles are more suited
to learning programming than others. An alternative
explanation is that our current methods of teaching
advantage students with certain learning preference
styles. We are at present in the process of testing
this second assumption by providing students with a
wider range of learning materials. We will then see if
student performance is improved by using our current
results as a baseline for comparison",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McDowell:2002:EPP,
author = "Charlie McDowell and Linda Werner and Heather Bullock
and Julian Fernald",
title = "The effects of pair-programming on performance in an
introductory programming course",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "38--42",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563353",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The purpose of this study was to investigate the
effects of pair-programming on student performance in
an introductory programming class. Data was collected
from approximately 600 students who either completed
programming assignments with a partner or programmed
independently. Students who programmed in pairs
produced better programs, completed the course at
higher rates, and performed about as well on the final
exam as students who programmed independently. Our
findings suggest that collaboration is an effective
pedagogical tool for teaching introductory
programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barker:2002:DCC,
author = "Lecia Jane Barker and Kathy Garvin-Doxas and Michele
Jackson",
title = "Defensive climate in the computer science classroom",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "43--47",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563354",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "As part of an NSF-funded IT Workforce grant, the
authors conducted ethnographic research to provide deep
understanding of the learning environment of computer
science classrooms. Categories emerging from data
analysis included (1) impersonal environment and
guarded behavior; and (2) the creation and maintenance
of informal hierarchy resulting in competitive
behaviors. These communication patterns lead to a
defensive climate, characterized by competitiveness
rather cooperation, judgments about others,
superiority, and neutrality rather than empathy. The
authors identify particular and recognizable types of
discourse, which, when prevalent in a classroom, can
preclude the development of a collaborative and
supportive learning environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reed:2002:IEM,
author = "David Reed and Doug Baldwin and Michael Clancy and
Allen Downey and Stuart Hansen",
title = "Integrating empirical methods into computer science",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "48--49",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563356",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Empirical skills are playing an increasingly important
role in the computing profession and our society. In
addition to being problem-solvers and
designers/engineers, computer scientists must also be
capable experimenters in order to develop, test, and
evaluate complex hardware and software systems. The
widespread use of computers as tools for
interdisciplinary research also demands a strong
grounding in the scientific method. This panel is
designed to promote discussion about innovative methods
for integrating empirical skills within the traditional
computer science curriculum. Each panelist will define
a set of core empirical concepts and skills that they
see as essential to computer scientists, with a brief
rationale for each. In conjunction, they will describe
classroom practices that serve to demonstrate the key
concepts and/or develop skills they have identified.
Sufficient time will be allocated for discussion and
contributions from the audience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hickey:2002:ICC,
author = "Timothy Hickey and Amruth Kumar and Linda Wilkens and
Andrew Beiderman and Aparna Mahadev and Heidi Ellis",
title = "{Internet}-centric computing in the {Computer Science}
curriculum",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "50--51",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563358",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Computer Science as an academic discipline should be
guided not only by the ``state of the art'', but also
by the ``state of the practice''[1]. Over the last few
years, Internet/Web has been undeniably the most ``high
profile'' practice of computing. Yet, Computer Science
curricula across the country have not kept up with this
development --- not many schools are offering courses,
concentrations and/or majors that identify the
Internet/Web as the central principle, and address its
issues and needs. In this panel, the panelists will
share their experience designing courses and
concentrations to address this need, and present their
vision for what an Internet-related Curriculum should
include: the courses, the technologies, and the
overarching themes. The viewpoints presented here are
quite diverse: arguing in favor of Internet-related
coursework for majors versus non-majors, as a
course/minor/major, as an across-the-curriculum theme,
as an interdisciplinary endeavor, as an introductory
course versus a capstone course, and from the points of
view of a community college, four-year institutions and
a graduate institution. We hope that these diverse
viewpoints will foster vigorous discussion at the panel
about the place of Internet-Computing in the Computer
Science curriculum, and its design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bernat:2002:TAN,
author = "Andrew Bernat and Jane Prey",
title = "Taking advantage of {National Science Foundation}
funding opportunities",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "52--52",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563360",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This session will highlight NSF Division of
Undergraduate Education programs of interest to college
faculty, discussing the requirements and guidelines. It
will include a discussion of the characteristics of a
competitive proposal and the proposal process.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dershem:2002:AJL,
author = "Herbert L. Dershem and Ryan L. McFall and Ngozi Uti",
title = "Animation of {Java} linked lists",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "53--57",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563362",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Linked lists are an important component of the
computer science curriculum. JVALL is a software
package that provides an animation of linked list
operations that is fully compatible with the Java
LinkedList class. The animations are driven by a client
program that can be either an applet or standalone
application. It provides an effective way for students
to learn, experiment with, and debug linked list based
classes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hamilton-Taylor:2002:SSA,
author = "Ashley George Hamilton-Taylor and Eileen Kraemer",
title = "{SKA}: supporting algorithm and data structure
discussion",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "58--62",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563363",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Algorithm animation system design has focused
primarily on providing advanced graphical capabilities.
However, a fundamental mismatch exists between the
needs of instructors and the features of existing
algorithm animation systems. This mismatch has reduced
the rate of adoption of algorithm animation tools. We
describe a system, SKA (Support Kit for Animation),
whose design is based on an examination of the tasks
performed in the process of discussing algorithms and
data structures. SKA attempts to support and enhance
time-consuming instructional tasks such as tracing and
data structure diagram manipulation, while requiring
minimal preparation or authoring time.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Grinder:2002:AAC,
author = "Michael T. Grinder",
title = "Animating automata: a cross-platform program for
teaching finite automata",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "63--67",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563364",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The FSA Simulator is a Java program created to allow
computer science students to experiment with finite
state automata. The program is able to simulate both
deterministic and nondeterministic automata.
Pre-defined automata can be loaded from files or
students can create their own. Although this project is
similar to others, it has its own unique features. The
development history, features, and future plans for
this program are discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lee:2002:ICR,
author = "J. A. N. Lee",
title = "Internationalization of the curriculum report of a
project within computer science",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "68--72",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563366",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "In the Fall of 1999 the Center for Excellence in
Undergraduate Teaching (CEUT) and the International
Office at Virginia Tech provided a small grant to
support the incorporation of international aspects into
the Computer Science curriculum. The ``Professionalism
in Computing'' course was chosen as the vehicle for
this activity on the grounds that (a) it is a required
course of all majors, and (b) the topics within the
course were best amenable to international extensions.
Through the efforts of the students in the Spring 2000
offering of the course, together with a number of
international students, lesson plans for the comparison
of non-US aspects of three topics were developed. The
topics were Privacy, Freedom of Speech, and Censorship,
and the countries covered included Germany, South
Korea, China, and Turkey.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fekete:2002:DMS,
author = "Alan Fekete and Bob Kummerfeld",
title = "Design of a major in software development",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "73--77",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563367",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This paper presents a curriculum consisting of a
collection of subjects to prepare students for a career
in ``software development'' while remaining within the
scope normal for a major in a broad liberal arts
degree. We describe the principles behind the
construction of the curriculum, and contrast it with
the more extensive ``Software Engineering Body of
Knowledge'' appropriate in a professional Engineering
degree.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Doom:2002:PUB,
author = "Travis Doom and Michael Raymer and Dan Krane and Oscar
Garcia",
title = "A proposed undergraduate bioinformatics curriculum for
computer scientists",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "78--81",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563368",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Bioinformatics is a new and rapidly evolving
discipline that has emerged from the fields of
experimental molecular biology and biochemistry, and
from the artificial intelligence, database, and
algorithms disciplines of computer science. Largely
because of the inherently interdisciplinary nature of
bioinformatics research, academia has been slow to
respond to strong industry and government demands for
trained scientists to develop and apply novel
bioinformatics techniques to the rapidly-growing,
freely-available repositories of genetic and proteomic
data. While some institutions are responding to this
demand by establishing graduate programs in
bioinformatics, the entrance barriers for these
programs are high, largely due to the significant
amount of prerequisite knowledge in the disparate
fields of biochemistry and computer science required to
author sophisticated new approaches to the analysis of
bioinformatics data. We present a proposal for an
undergraduate-level bioinformatics curriculum in
computer science that lowers these barriers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cohoon:2002:WCB,
author = "J. McGrath Cohoon",
title = "Women in {CS} and biology",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "82--86",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563370",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Common departmental characteristics and practices in
computer science and biology/life science are compared
for 46 departments at 23 Virginia colleges and
universities. The goal of this preliminary
investigation is to provide additional evidence on how
departmental factors can affect the retention of female
students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lopez:2002:AAW,
author = "Antonio M. {Lopez, Jr.} and Lisa J. Schulte",
title = "{African American} women in the computing sciences: a
group to be studied",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "87--90",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563371",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Most will likely agree that fewer and fewer women are
finding their way to completing a bachelor's degree in
one of the computing sciences. However, in looking at
data collected by the National Science Foundation (NSF)
on bachelor's degrees in Computer Science (CS), an
interesting anomaly is evident when African American
women are viewed as a separate trend. This paper
presents some preliminary analysis and suggests that
research is needed to better understand this ethnic
group that has remained relatively stable in its
production of bachelor's degrees in CS.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Francioni:2002:CSA,
author = "Joan M. Francioni and Ann C. Smith",
title = "Computer science accessibility for students with
visual disabilities",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "91--95",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563372",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Students with visual disabilities face unique
challenges in learning to be computer scientists. These
challenges can be overcome, however, with the use of
specialized software tools and hardware equipment,
collectively called assistive technology. In this
paper, we discuss the environment we are using for
three students with visual disabilities who are
starting in our programs this year. This environment
includes a collection of commercial assistive
technology and a programming tool that we have
developed in-house.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Turner:2002:UCS,
author = "Peter R. Turner and Angela B. Shiflet and Steve
Cunningham and Kris Stewart and Andrew T. Phillips and
Ignatios E. Vakalis",
title = "Undergraduate computational science and engineering
programs and courses",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "96--97",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563374",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This 90-minute panel session will discuss recent and
future developments in incorporating Computational
Science and Engineering into the undergraduate
curriculum. There is a companion session devoted to
tools and techniques and so the focus here is on
programs and courses. The panelists will demonstrate a
clear uniformity of purpose but a wide variety of
approaches to increasing the CSE experience of
undergraduates in different types of schools. The
schools represented vary from large state universities
to small private liberal arts colleges and a
medium-sized school with a strong engineering bias. The
approaches adopted also differ. There are complete
programs built largely from existing courses, specific
courses that are added to established programs to allow
a student to follow an emphasis in CSE. The
introduction of CSE into existing programs through
faculty advice and education has also been successful.
Yet other approaches represented among the panelists
are the introduction of multi-disciplinary team-taught
project-based courses as a springboard for growing an
undergraduate CSE program including undergraduate
research projects. The incremental use of small add-on
courses to supplement conventional mathematics
offerings with some CSE content has also been used
successfully. Another approach represented on the panel
is the use of a particular vehicle --- in this case
graphics and visualization --- to introduce key ideas
of CSE into regular parts of the curriculum. The
unifying theme of the panel --- the desire to improve
undergraduate CSE education will be evident throughout.
By presenting a wide variety of approaches to achieve
this end, it is hoped that any audience participants
who wish to create a CSE thread in their own programs
will find some ideas to help them. Some of the
practical and political issues will also be discussed
in the various contexts. The program for the panel
would allow each panelist a maximum of 10 minutes to
outline their programs and approaches. The remaining 30
(or more) minutes would then be reserved for general
discussion and questions and contributions from the
audience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Elenbogen:2002:MPU,
author = "Bruce S. Elenbogen and John Laird and Richard Enbody
and Chris McDonald and Peter B. Henderson and Richard
Nau and Steve Tanimoto",
title = "Mathematics preparation for undergraduate degrees in
computer science",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "98--99",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563376",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Throughout the history of computer science education
there has been debate on what should be the appropriate
mathematics background for computer science majors. The
first computer science instructors were mathematicians
and the first curriculums were just modifications of
mathematics curriculums. However, as the discipline has
grown and matured there has developed several areas of
computer science where traditional undergraduate
mathematics is not used and traditional mathematics
preparation may not be appropriate. Although logic and
problem solving skills are valued by the Computer
Science community, exactly how many hours of
mathematics and what areas of mathematics should be
required, needs to be addressed. This panel was
convened to discuss this issue from a variety of
viewpoints. We hope that discussion will give the
listeners new ideas on just what should be the
appropriate courses and topics for their institution
and program. The panel was chosen to present a wide
range of view representing a variety of schools (large
and small, public and private, traditional and
non-traditional), preparation for the workplace or for
disciplines (E-commerce, distributed computing,
artificial intelligence, software engineering and
graphics) viewpoints (both young and old, industrial
and academic).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Caristi:2002:TEP,
author = "James Caristi",
title = "Tutorial on extreme programming",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "100--100",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563378",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The methodology known as Extreme Programming will be
presented, beginning with its reason for existence,
philosophy, and a detailed exposition of the twelve
practices that define it. There will also be a
discussion of its strengths and weaknesses as a
software design methodology.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moskal:2002:GEC,
author = "Barbara Moskal and Keith Miller and L. A. Smith King",
title = "Grading essays in computer ethics: rubrics considered
helpful",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "101--105",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563380",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Computer ethics courses differ from technical courses
in the manner in which they are taught and assessed. A
common assignment in a computer ethics course is to
write an essay that addresses a technical dilemma.
Computer science faculty typically do not have training
or experience in grading essays. The purpose of this
paper is to present a scoring rubric that has been
successfully used to grade and track students'
knowledge development as they progress through a
computer ethics course. Although this paper focuses
upon a specific rubric, general principles will be
emphasized to show how scoring rubrics can be used
across different courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Braught:2002:DTS,
author = "Grant Braught and David Reed",
title = "Disequilibration for teaching the scientific method in
computer science",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "106--110",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563381",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "We present several introductory computer science
laboratory assignments designed to reinforce the use of
the scientific method. These assignments require
students to make predictions, write simulations,
perform experiments, collect data and analyze the
results. The assignments are specifically designed to
place student predictions in conflict with the observed
results, thus producing a disequilibration. As a
result, students are motivated to critically examine
their simulations, consider their assumptions, and
repeat their experiments. These potential benefits of
disequilibration are discussed and additional ways to
apply disequilibration in computer science education
are suggested.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Holland:2002:NIO,
author = "David A. Holland and Ada T. Lim and Margo I. Seltzer",
title = "A new instructional operating system",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "111--115",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563383",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This paper presents a new instructional operating
system, OS/161, and simulated execution environment,
System/161, for use in teaching an introductory
undergraduate operating systems course. We describe the
new system, the assignments used in our course, and our
experience teaching using the new system.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Atkin:2002:PEO,
author = "Benjamin Atkin and Emin G{\"u}n Sirer",
title = "{PortOS}: an educational operating system for the
Post-{PC} environment",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "116--120",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563384",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "In this paper, we describe PortOS, an educational
operating system designed to complement undergraduate
and graduate level classes on operating systems. PortOS
is a complete user-level operating system project, with
phases covering concurrency, synchronization,
networking and file systems. It focuses particularly on
ad hoc and peer-to-peer distributed computing on mobile
devices. This paper discusses alternative approaches to
operating system projects, and presents our particular
design point along with pedagogical justifications.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Andrianoff:2002:RPO,
author = "Steven K. Andrianoff and David B. Levine",
title = "Role playing in an object-oriented world",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "121--125",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563386",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Role playing exercises are one of many teaching
techniques commonly employed to drive home lessons
about computer science. Most of the specific role
playing described in the literature, however, relates
to algorithm or hardware design. More recently, the
Pedagogical Patterns Project has published patterns
involving role playing in a general sense. In this
paper, we draw on three separate role playing exercises
that we have developed to show that scripted role
playing is a natural and effective way to introduce
concepts of object-oriented design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nguyen:2002:DPG,
author = "Dung (`Zung') Nguyen and Stephen B. Wong",
title = "Design patterns for games",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "126--130",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563387",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Designing a two-person game involves identifying the
game model to compute the best moves, the user
interface (the ``view'') to play the game, and the
controller to coordinate the model and the view. A
crucial task is to represent the algorithms used in
their highest abstract forms. This can prove to be a
difficult and subtle endeavor. It is made easier
however by the use of good object-oriented (OO) design
principles to help maintain a high level abstract
viewpoint during the design process. The state pattern
is used to represent the game board and is coupled with
the visitor pattern to provide state-dependent, variant
behaviors. The min-max algorithm and its variants are
implemented as the strategy pattern, which allows
flexible and extensible computational capability.
Careful analysis is performed to properly abstract the
interactions between the model and the view. The
command design pattern is used to provide callback
services between the model and the view. Leading
students through this design process enables them to
learn algorithms and architectures that easily scale to
full-sized applications.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2002:WMC,
author = "Peter B. Henderson and Paul {De Palma} and Vicki L.
Almstrum and Orit Hazzan and Kim Potter Kihlstrom",
title = "Women, mathematics and computer science",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "131--132",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563389",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "``\ldots{} women embrace the ``precision' of
mathematics.'' a quote from panelist Paul De Palma's
viewpoint article ``Why Women Avoid Computer Science''
in the June 2001 CACM. Panelist Kim Kihlstrom notes
``\ldots{} I got into electrical engineering and then
computer science exactly because I love math.''
Henderson's evidence indicates that women performed
better than men in a mathematically oriented first
course in computer science, and women felt the course
was more beneficial than a traditional programming
oriented first course. Regarding a mathematically
oriented functional programming course for high schools
Kathi Fisler says ``Our high school teachers have
noticed females preferring this to a conventional
curriculum by as much as 5 to 1!''Coincidence, or is
there a common thread here? Please join us for the
discussion and share your own viewpoints.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jamieson:2002:SLC,
author = "Leah H. Jamieson",
title = "Service learning in computer science and engineering",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "133--134",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563391",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Attention is increasing on the need to educate
students in areas that extend beyond the traditional
technical basis for their field: the Kellogg
Commission's mandate for a ``scholarship of
engagement'' [3]; the Engineering Deans Council
report's emphasis on teamwork, communication, and the
need for students to ``understand the economic, social,
environmental and international context of their
professional activities'' [2]; the CSAB Criteria 2000
requirements in written and oral communication and
``coverage of social and ethical implications of
computing'' [1]; the growth of broad IT programs and
schools. Service learning offers the opportunity to
broaden the educational experience by engaging students
in ``real-world'' projects. However, it also poses new
questions: Should students earn academic credit for
courses in which a significant portion of their time is
spent on ``soft'' skills? Are students gaining valid
technical experience on projects defined by an outside
customer rather than by CS\&E faculty? How can
curriculum structures support projects that aren't
constructed to fit within semester boundaries?The panel
includes faculty and students from service-learning
programs, the chief technical officer for a software
company, and a community ``customer.''",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cunningham:2002:CSE,
author = "Steve Cunningham and Sylvia Clark Pulliam and Charles
D. Swanson and Peter R. Turner",
title = "Computational science and engineering: tools and
techniques for teaching",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "135--136",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563393",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The methods of computational science and engineering
have been applied to a wide range of problems such as
weather forecasting, cosmology, drug design, and car
crash simulation. More recently, high performance
computers have been applied to problems in biology
(e.g., molecular biology, bioinformatics). The
development of CSE as an interdisciplinary field has
had a profound effect on the way science and
engineering is done, both for basic research and
product development. Less than ten years ago, these
methods required very expensive supercomputers and
special software skills to be effective. Today, while
supercomputers are still important, the power of widely
available PCs and workstations means that many of these
methods can be introduced into the undergraduate
curriculum. The objectives of this session are,
therefore: $ \bullet $ To introduce participants to
some of the methods of CSE (e.g., modeling, scientific
visualization). $ \bullet $ To demonstrate the range of
software tools that can be utilized. $ \bullet $ To
provide examples of these tools applied to teaching
topics from different scientific disciplines. $ \bullet
$ To provide participants ideas and resources that they
can use in their own courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Allen:2002:DLP,
author = "Eric Allen and Robert Cartwright and Brian Stoler",
title = "{DrJava}: a lightweight pedagogic environment for
{Java}",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "137--141",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563395",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "DrJava is a pedagogic programming environment for Java
that enables students to focus on designing programs,
rather than learning how to use the environment. The
environment provides a simple interface based on a
``read-eval-print loop'' that enables a programmer to
develop, test, and debug Java programs in an
interactive, incremental fashion. This paper gives an
overview of DrJava including its pedagogic rationale,
functionality, and implementation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Comer:2002:TJB,
author = "James Comer and Robert Roggio",
title = "Teaching a {Java}-based {CS1} course in an
academically-diverse environment",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "142--146",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563396",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The Texas Christian University (TCU) Computer Science
Department was established in 1981. From the outset,
the Department's CS1 course has presented significant
teaching challenges due to the wide diversity of
student's taking the class. Traditionally, only 25-35\%
of the students enrolled in the course are computing
science majors, the remaining being students from a
wide diversity of disciplines, many of which are
non-science based. Despite the diversity, it has been
necessary for the course, and its content, to be
structured to satisfy essential core requirements for
students majoring in computer science and computer
information science as well as to meet program
requirements for the many non-computer science majors
taking the course. This paper discusses some of the
unique issues associated with teaching a Java-based CS1
course to a very diverse group of students, the
majority of which have very unsophisticated problem
solving skills, and little or no programming expertise.
A representative set of experiments and programming
assignments are included.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barnes:2002:TIJ,
author = "David J. Barnes",
title = "Teaching introductory {Java} through {LEGO MINDSTORMS}
models",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "147--151",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563397",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Innovative teachers are continually looking for
creative ideas, both to get their ideas across and to
hold the interest of their students. One of the latest
trends is the use of LEGO\reg{} MINDSTORMSTM kits [9]
in various computing courses. These kits allow a wide
variety of physical models to be built, some of which
may be programmed via the RCXTM processor integrated
into them. Using its standard firmware, the RCX device
may be programmed through several different specialist
languages. However, the additional availability of
bytecode-compatible replacement firmware for the RCX
makes the use of JavaTM as the programming language for
it a particularly attractive approach. In this paper,
we explore some of the issues associated with choosing
to program MINDSTORMS models using Java within the
context of an introductory programming course. In
particular, we consider the impact on the material that
is taught, and the use of an appropriate API to support
an objects-early programming style.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Skadron:2002:MSC,
author = "Kevin Skadron",
title = "A microprocessor survey course for learning advanced
computer architecture",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "152--156",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563399",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "A course that surveys state-of-the-art microprocessors
offers an excellent forum for students to see how
computer architecture techniques are employed in
practice and for them to gain a detailed knowledge of
the state of the art in microprocessor design. The
University of Virginia has developed such a course,
organized around student presentations and a
substantial research project. The course can
accommodate a range of students, from advanced
undergraduates to senior graduate students. The course
can also be easily adapted to a survey of embedded
processors or DSPs. This paper describes the course and
lessons learned.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Osborne:2002:PCT,
author = "Hugh Osborne",
title = "The postroom computer: teaching introductory
undergraduate computer architecture",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "157--161",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563400",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Undergraduate students often experience difficulty in
understanding the basic principles of low level
computer operations in introductory courses to computer
architectures when these are taught using actual low
level programming languages. This is not due to any
inherent complexity of the concepts but rather a
consequence of assembly language specific details and
the need to introduce many concepts simultaneously,
such as, for example, data representation, addressing
modes and primitive I/O. This paper describes the
Postroom Computer, a low level language simulator that
not only provides a simple low level language, suitable
as an introduction to assembly language programming,
but also allows computer architecture concepts to be
introduced in an incremental fashion.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jipping:2002:UJD,
author = "Michael J. Jipping and Steve Marlowe and Alexander
Sherstov",
title = "Using {Java} to design and test hardware circuits over
a classroom network",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "162--166",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563401",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "A crucial part of the Computer Organization course is
the design and analysis of hardware circuits. To teach
this part of the course efficiently and to involve the
entire class in the design of circuits, we have
designed the SCAN system. Starting with a textual
specification of a circuit, SCAN generates Java classes
that can be used to simulate the way the circuit works.
These circuits can be simulated locally or can join
with other circuits to simulate larger machine function
over a network. This paper describes the SCAN system,
the Java classes it generates, and the way we use this
in the Computer Organization class.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roberts:2002:CCI,
author = "Eric Roberts and C. Fay Cover and Gordon Davies and
Michael Schneider and Robert Sloan",
title = "{Computing Curricula 2001} implementing the
recommendations",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "167--168",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563403",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "In the fall of 1998, the ACM Education Board and the
Educational Activities Board of the IEEE Computer
Society appointed representatives to a joint task force
to prepare Computing Curricula 2001 (CC2001). The
CC2001 report is the current installment in a series of
reports on the undergraduate computer science
curriculum that began in 1968 and was then updated in
1978 and 1991 [1, 6]. The computer science volume of
the CC2001 report was presented to the community in a
series of three public drafts, followed by a final
report approved by the governing boards of the ACM and
the Computer Society. The purpose of this panel is to
discuss strategies for implementing the recommendations
of the final report in a wide variety of
institutions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lidtke:2002:PIS,
author = "Doris K. Lidtke and David Feinstein and John Gorgone
and Gayle Yaverbaum",
title = "Preparing for {Information Systems} accreditation",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "169--170",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563405",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The first pilot Information Systems accreditation
visit is occurring in Fall 2001. Many programs will
apply for IS accreditation the following year, the
2002-03 accreditation cycle. This session will discuss
the process for preparing for an accreditation visit.
The discussion will include a planning timeline,
preparation of the self-study and arranging details for
the on campus visit. Particular attention will be
placed on the assessment section of the self-study, the
important details of the self-study, and the
preparation of the display materials needed for the
on-site visit.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bem:2002:EBP,
author = "Ewa Z. Bem",
title = "Experiment-based project in undergraduate computer
architecture",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "171--175",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563407",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The project presented in this paper has been developed
for an advanced undergraduate computer architecture
course specifically aimed at non-engineering students.
The project is intended to develop understanding of
issues in modern computer architecture through
empirical testing and experimentation, using
sophisticated execution time simulation and industry
standard benchmark programs. The students are lead
through the functional design process of a superscalar
pipelined processor step by step, in a series of
carefully structured experiments. The experiments
either provide direct support for the design decisions,
or make students explore a specific concept. The main
goal of the project is to give students a true insight
into the current technology and the driving forces
behind modern computer architecture, without the burden
of engineering and implementation details.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wolffe:2002:TCO,
author = "Gregory S. Wolffe and William Yurcik and Hugh Osborne
and Mark A. Holliday",
title = "Teaching computer organization\slash architecture with
limited resources using simulators",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "176--180",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563408",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "As the complexity and variety of computer system
hardware increases, its suitability as a pedagogical
tool in computer organization/architecture courses
diminishes. As a consequence, many instructors are
turning to simulators as teaching aids, often using
valuable teaching/research time to construct them. Many
of these simulators have been made freely available on
the Internet, providing a useful and time-saving
resource for other instructors. However, finding the
right simulator for a particular course or topic can
itself be a time-consuming process. The goal of this
paper is to provide an easy-to-use survey of free and
Internet-accessible computer system simulators as a
resource for all instructors of computer organization
and computer architecture courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cunningham:2002:GPS,
author = "Steve Cunningham",
title = "Graphical problem solving and visual communication in
the beginning computer graphics course",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "181--185",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563410",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The beginning computer graphics course can teach much
more than just computer graphics. It can also provide
an excellent introduction to graphical problem solving
and visual communication, and in so doing can be an
excellent complement to other computer science courses
that teach more analytical problem solving. This paper
describes the graphical problem-solving and visual
communication contexts and discusses how they can be
supported by the beginning computer graphics course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rodger:2002:ICS,
author = "Susan H. Rodger",
title = "Introducing computer science through animation and
virtual worlds",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "186--190",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563411",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "We describe a course for non-majors that teaches
computer science concepts and programming by creating
simple animations and building $2$D and $3$D virtual
worlds. Students work with scripting languages, an
interactive programming environment, a programmable
modeling environment, and finish with a simple
programming language. Students work in pairs on
computers during class. Each student creates a web
portfolio to display their work.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{George:2002:UVA,
author = "Carlisle E. George",
title = "Using visualization to aid program construction
tasks",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "191--195",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563413",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This paper discusses how novices exposed to an
execution model of recursion (similar to an expert's
mental model and visualised in the EROSI tutor)
performed on the task of constructing an embedded
recursive solution to a given problem specification.
Empirical observations showed that after using the
EROSI tutor, novices employed a variety of methods
during program construction including the use of their
understanding of the execution process of recursion
from their visualisation experiences. Using our
findings we provide some useful suggestions to inform
teaching practice. We conclude that when teaching about
recursion: visualising program execution models can be
a useful aid to program construction, by providing a
mental framework for reasoning about the behaviour of
program code fragments both before and after coding;
visualisation methods may not always be a sufficient
condition for developing programming skills; and the
teaching of techniques for program construction may be
necessary.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stern:2002:VRR,
author = "Linda Stern and Lee Naish",
title = "Visual representations for recursive algorithms",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "196--200",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563414",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "We have developed a framework for
pedagogically-oriented animations, designed to help
students learn new algorithms. Recursive sorting and
searching algorithms pose a particular challenge, as it
can be difficult to find visual representations that
help students develop a mental model of how the
recursion proceeds. Relatively complex representations,
such as thumbnail sketches or explicitly showing the
function stack along with the data structure are
appropriate for some algorithms, while simpler
representations suffice for others. We have found it
useful to classify recursive algorithms according to
the way they navigate through a data structure and
manipulate data items within it, sometimes with further
subdivision according to the kind of recursion. Within
each category there are common strategies for visual
representation. While there may be no single, general
way to represent recursive algorithms, classification
is a useful guide to picking an appropriate strategy
when animating recursive algorithms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Treu:2002:TUC,
author = "Kevin Treu",
title = "To teach the unteachable class: an experimental course
in {Web}-based application design",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "201--205",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563416",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "In the current Web-dominated computing environment, it
is increasingly important that students learn the
principles of Web-based application design. But this
topic is so broad and includes so many different
technologies that it is virtually impossible to design
an effective class around the traditional lecture-based
model. This paper describes a successful approach to
teaching the subject that uses a seminar format and
features faithful simulation of real world development
processes, meaningful case studies and flexibility in
terms of coverage as its central themes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ellis:2002:AWT,
author = "Heidi J. C. Ellis",
title = "Andragogy in a {Web} technologies course",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "206--210",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563417",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The face of the student body in post-secondary degree
programs in the United States is changing as an
increasing number of students work full-time while
attaining an advanced degree [13]. As the student
population includes greater numbers of working
professionals, a corresponding change in the
instructional approaches used to educate the maturing
student population is required. Knowles' theory of
andragogy [9] is a set of principles that can be used
to guide adult learning. This paper describes an
application of andragogy to a graduate-level Web
Technologies course comprised of working professional
students. In this paper, the working professional is
characterized and an educational philosophy based on
the theory of andragogy is presented. The application
of andragogy to a Web Technologies course is described
and the results are discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Douglas:2002:IHC,
author = "Sarah Douglas and Marilyn Tremaine and Laura Leventhal
and Craig E. Wills and Bill Manaris",
title = "Incorporating {Human-Computer Interaction} into the
undergraduate computer science curriculum",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "211--212",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563419",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This special session presents issues, approaches and
experiences related to incorporating Human-Computer
Interaction (HCI) into the undergraduate CS curriculum.
Since the publication of the ACM SIGCHI Curricula for
Human-Computer Interaction in 1992 [1], CS educators
have tried various implementations of these guidelines.
These implementations have been mainly offered as
elective courses or modules within other courses,
partly because the CS mainstream has been slow to
recognize the importance of user interface design and
HCI issues in software development. Today at least 50\%
of the code written for software applications is
specific to the user interface. Average end-user
expertise is continually dropping due to the
proliferation of inexpensive computers available to the
general public. Accordingly, user interface
effectiveness has become increasingly important in
software development, as the user interface has the
power to ``make or break'' a software product. Through
its emphasis on user-centered design, task analysis,
and usability evaluation among other topics, an HCI
course addresses more than 1/3 of the guidelines and
imperatives of the ACM Code of Ethics [2]. This
includes issues related to professional review,
evaluations of computer systems, social responsibility
and quality of life, and non-discrimination and dignity
of end-users. CS educators have begun realizing the
importance of incorporating HCI into the educational
experience of students. Approximately 40\% of the
CAC-accredited degree programs include an HCI course at
the upper level; however, this course is offered mostly
as an elective (37\% of degree programs) as opposed to
a required course (3\% of degree programs) [3]. Also,
HCI is included as a core knowledge area in Computing
Curricula 2001 [4, 5, 6]; unfortunately, only six hours
have been devoted to it, as opposed to, say, 36 hours
for architecture.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Owens:2002:JIW,
author = "Barbara Boucher Owens and Rich Pattis and Chris
Stephenson and Jack Rehder and Dean Sanders",
title = "{JAVA IDEs}: why and how we use what we do",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "213--214",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563421",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This panel reflects the experiences of several faculty
who each use a different Java Interactive Development
Environment (IDE). Panelists will discuss the salient
features of the IDEs that are used at their particular
institutions. Each panelist will discuss system
requirements, ease of installation, strengths and
weaknesses of each IDE and pointers for successful
adaptation to the classroom.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Johnson:2002:NSF,
author = "Jeffrey Johnson",
title = "{National Science Foundation Graduate Research
Fellowship Program}",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "215--216",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563423",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The objective of the Graduate Research Fellowship
Program (GRFP) of the National Science Foundation (NSF)
is to support the vitality of the human resource base
of science, mathematics, and engineering in the United
States and to reinforce its diversity. Oak Ridge
Associated Universities (ORAU) manages the GRFP
application and review processes under contract to
NSF.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Califf:2002:TSK,
author = "Mary Elaine Califf and Mary Goodwin",
title = "Testing skills and knowledge: introducing a laboratory
exam in {CS1}",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "217--221",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563425",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Testing students' programming skills remains a
challenge for courses that teach beginning programming.
This paper describes the introduction of a laboratory
final examination into a CS1 course. We present our
approach to a lab final and present initial evidence
indicating the effectiveness of the lab final. We also
describe the problems encountered and solutions to
those problems, which may benefit others interested in
instituting a similar exam.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roumani:2002:DGL,
author = "Hamzeh Roumani",
title = "Design guidelines for the lab component of
objects-first {CS1}",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "222--226",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563426",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "We adopt the view that CS1 labs are not programming
assignments, and that they should not be used for
grading students or assessing their level of
understanding. Instead, we think of them as teaching
instruments that complement lectures by teaching the
same material but in an exploratory fashion. But for
labs to play this pedagogical role, certain conditions
must be met in terms of how they are written and the
complexity they expose. In this paper we present
guidelines for designing the labs and the Java packages
that must accompany them, with special emphasis on
software engineering. Our own experience with
implementing these guidelines, together with a few
samples, is included.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chamillard:2002:SEC,
author = "A. T. Chamillard and Kim A. Braun",
title = "The software engineering capstone: structure and
tradeoffs",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "227--231",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563428",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "One of the largest challenges facing educators
teaching undergraduate software engineering courses is
providing the students with meaningful experiences they
will find useful when they complete their undergraduate
education. Those experiences should include all phases
of the software development process, and to be as
realistic as possible they should also include the
uncertainty and continual change present in any real
project. In addition, those experiences need to include
working with others in a team, which can affect the
morale of some students and also poses challenges to
the professor when the time to assign grades arrives.
In this paper we discuss how we have tailored the
software engineering capstone sequence at the U.S. Air
Force Academy to address these issues.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Noonan:2002:UTF,
author = "Robert E. Noonan and Richard H. Prosl",
title = "Unit testing frameworks",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "232--236",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563429",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "In this paper we explore frameworks for performing
unit testing in Java. The vehicle for this exploration
is a student-written, skeleton program developed for
the Computer Graphics course. Our analysis of this one
experiment leads us to speculate what benefits in
program development and design might accrue by
requiring students to unit test their own programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Weinberg:2002:PDH,
author = "Jerry B. Weinberg and Mary L. Stephen",
title = "Participatory design in a human-computer interaction
course: teaching ethnography methods to computer
scientists",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "237--241",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563431",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Empirical evidence shows the ability for computer
technology to deliver on its promises of enhancing our
quality of life relies on how well the application fits
our understanding of how things work. Software
designers need to apply methods that provide insights
into the user's mental model of the application's
target task and to invite the user to be an active
participant in the design process. This paper reports
on our efforts to design an HCI curriculum around
ethnographic techniques of data gathering and paper
prototyping. Initial results are presented that study
the course's effects on student's attitudes regarding
approaches to software design and their long term
design behavior.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nikolic:2002:GTL,
author = "Dejan Nikolic and Ching-Kuang Shene",
title = "{GraphicsMentor}: a tool for learning graphics
fundamentals",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "242--246",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563432",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This paper discusses the functionality of
GraphicsMentor. GraphicsMentor permits a student to
modify many parameters of the camera, objects, and
light sources interactively, and to visualize the
rendered result on-the-fly. It also supports basic
keyframe animation. With GraphicsMentor, a student
should be able to grasp the fundamentals of computer
graphics quickly and easily in a learning-by-doing
way.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Krane:2002:UVS,
author = "Roseann Krane and Alfred Thompson and Harriette
Kisilinsky and Pat Phillips",
title = "Using {Visual Studio. Net} in the classroom",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "247--248",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563434",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The exciting promise of Microsoft. NET Technology
inspired four teachers from high schools in Florida,
New Hampshire, Wisconsin and California to collaborate
using the new technology to teach high school
programming. Follow their adventures through the school
year of implementing a new technology, coordinating
curriculum and partnering distant students. Learn from
this panel the do's and don't's that lead to success
for innovative teachers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Null:2002:RCC,
author = "Linda Null and Mike Ciaraldi and Liz Adams and Ursula
Wolz and Max Hailperin",
title = "Rewrite cycles in {CS} courses: experience reports",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "249--250",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563436",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The generally accepted wisdom among teachers of
English composition is that a ``rewrite cycle'' should
be used as a teaching strategy. Rather than expecting
students to extrapolate from the grading comments on
paper N what they should do differently on paper N + 1,
it has become conventional to ask for a rewrite of
paper N itself. Of course, there are many variations on
this theme. For example, peer review may supplement or
replace some of the rounds of grading. The panelists
will explore some of the ways they have applied this
pedagogic strategy in computer science courses. Most
obviously, when we have our students write papers, we
have them do rewrites. However, some of us don't stop
there, but rather also apply the same idea to the
writing of programs or mathematical analyses. This
encourages our students to do a high-quality job, and
to feel that they have truly mastered a topic. Clearly,
there are tradeoffs and difficulties, principally
involving time. The panelists will also discuss this
aspect, indicating how they have coped with the
pitfalls, and indicating what has worked well, and what
not so well. Ultimately, however, all the panelists are
optimistic about the value of rewrite cycles. After the
panelists share their experiences, there will be some
time for discussion with the audience. Based on the
interest this topic provoked on the sigcse.members
mailing list, and in ensuing private email, we look
forward to an active audience. We will also make
materials from the session available at
http://www.gustavus.edu/~max/rewrite/",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bergin:2002:OO,
author = "Joseph Bergin and Richard Kick and Judith Hromcik and
Kathleen Larson",
title = "The object is objects",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "251--251",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563438",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Teaching objects early requires different pedagogy. It
isn't especially difficult, but it is different. Four
presenters will explain and demonstrate different
methodologies for introducing objects early in
introductory computer science courses. The propose is
to provide teachers with ideas that they can use or
modify to successfully introduce objects and classes to
novice programmers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chamillard:2002:MCL,
author = "A. T. Chamillard and Laurence D. Merkle",
title = "Management challenges in a large introductory computer
science course",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "252--256",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563440",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Many colleges and universities throughout the world
offer introductory computer science courses with
significant student enrollment. There are certainly
plenty of challenges for the administrators of those
courses; ensuring equitable grading across different
instructors and offering times for the course,
accomplishing the massive material preparation and
other logistical tasks required for the course, grading
the large number of assessments associated with the
large enrollment, and managing the numerous instructors
in the course are a few examples. This paper discusses
the processes we have implemented to address these and
other management challenges at the U.S. Air Force
Academy.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wolfman:2002:MLE,
author = "Steven A. Wolfman",
title = "Making lemonade: exploring the bright side of large
lecture classes",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "257--261",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563441",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Pedagogy of large lecture classes has traditionally
focussed on deemphasizing the problems their size
creates. This approach has yielded valuable practical
advice for instructors. However, this paper argues that
there are pedagogical advantages to the large lecture
format and that exploiting these advantages can further
improve classroom instruction. I present some
advantages of large classes and anecdotes that
demonstrate how to exploit these advantages.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moore:2002:BED,
author = "Thomas K. Moore",
title = "Bringing the enterprise into a database systems
course",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "262--265",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563443",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Most database systems courses concentrate on teaching
the principles of relational databases. An alternative
approach is one in which those principles are taught
within the context of emerging enterprise systems. A
description is given in this paper of a course that has
been successfully taught at the undergraduate level
that uses the Java 2 Enterprise Edition (J2EE) model,
and its services, to illustrate basic database
principles.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dietrich:2002:JDC,
author = "Suzanne W. Dietrich and Susan D. Urban and Ion
Kyriakides",
title = "{JDBC} demonstration courseware using {Servlets} and
{Java Server Pages}",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "266--270",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563444",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This paper describes the design and functionality of
courseware developed to demonstrate the JDBC API. The
courseware is used in an advanced undergraduate
database course that emphasizes the use of Web access
to database systems. The JDBC courseware is written
using Java Servlets and Java Server Pages, allowing the
user to view the metadata associated with a database,
to view and browse the information in a database
according to the database metadata, and to query and/or
manipulate data using SQL statements. The advantage of
the courseware is that it demonstrates the main
functionality of the JDBC API in an
application-independent manner. The courseware can
access any ODBC-compliant database, emphasizing the
generality of the JDBC API and helping students
understand how JDBC can be used to query the metadata
of the database as well as the database contents.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goldwasser:2002:GIS,
author = "Michael H. Goldwasser",
title = "A gimmick to integrate software testing throughout the
curriculum",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "271--275",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563446",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "We discuss our experiences in which students of a
programming course were asked to submit both an
implementation as well as a test set. A portion of a
student's grade was then devoted both to the validity
of a student's program on others' test sets, as well as
how that student's test set performed in uncovering
flaws in others' programs. The advantages are many, as
this introduces implicit principles of software testing
together with a bit of fun competition. The major
complication is that such an all-pairs execution of
tests grows quadratically with the number of
participants, necessitating a fully automated scoring
system.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Diwan:2002:ITS,
author = "Amer Diwan and William M. Waite and Michele H.
Jackson",
title = "An infrastructure for teaching skills for group
decision making and problem solving in programming
projects",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "276--280",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563447",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "In industry, programmers work in groups to design and
implement substantial pieces of software. In contrast,
most programs that students write in classes are toy
programs involving little or no group work. To address
this discrepancy, we have developed a software
infrastructure that aims to teach group work skills to
students in computer science courses and also enables
students to tackle larger and more significant
projects. We are in the process of deploying this
infrastructure in a three course sequence at the
University of Colorado: Data Structures---Programming
Languages---Compiler Construction.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sloan:2002:NCB,
author = "Joseph D. Sloan and Andy Lopez and Randy K. Smith and
Dick Mowe",
title = "Networking {CS}: beyond the first course",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "281--282",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563449",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "We face a need for undergraduate instruction in
networking and telecommunications. The Computing
Research Association has identified both
web-specialists and network-designers as being among
the seven occupations where there is a clearly
established shortage of professionals [2]. Even with
the recent softening of the economy, individuals in the
networking and telecommunications field are highly
sought after as attested to by surveys such as
RHIConsulting's\reg{} recent survey of 1400 CIOs
nationwide [4]. It is imperative to ask how these
individuals will be educated. Historically,
telecommunications has been hardware oriented.
Consequently, it has been in the domain of Electrical
Engineering. The ongoing convergence of communications
and computing, however, has drastically shifted the
focus of telecommunications and considerably broadened
the field. Many of the new areas of telecommunications
will not fit neatly into old categories. Some are much
closer to Computer Science than Electrical Engineering.
Schools wishing to address this need must begin by
deciding what should be taught. For two-year schools,
the ACM has issued guidelines for several programs [1].
For four-year institutions, the curriculum remains an
open question. The primary guidelines for four-year
institutions are the dated 1991 Computing Curricula [5]
and the emerging Computing Curricula 2001 Computer
Science [3]. As the goal of these documents is to
define the core needs of the CS discipline,
understandably, neither goes beyond outlining an
introductory course in networking. Schools interesting
in educating professionals in networking and
telecommunications will need to go beyond this first
course. A key question would seem, then, in teaching
networking, what should be taught beyond the first
course?Our panel presents three quite different
positions---that the basic need can be met with a
single well-designed course, that a few advanced
courses will meet the need, and that a collection of
courses constituting a minor is called for.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hummel:2002:UVB,
author = "Joe Hummel and Jean Mehta",
title = "Using {Visual Basic} in the {CS} curriculum",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "283--284",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563451",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Visual Basic is currently the most popular programming
language in the United States. And yet, it is rarely
found in traditional Computer Science (and related)
curriculums. Perhaps this is due to the fact that VB is
not truly object-oriented, but object-based. Or perhaps
because VB is not an open language, instead supported
only by tools from Microsoft Corporation and available
only on the Windows platform. Or perhaps it is simply
Microsoft itself, with its monopolistic tendencies.
This panel will argue that Visual Basic --- while it
should not replace the use of more traditional
languages such as C++, Java, or Scheme --- fulfills an
important role in modern CS and related curriculums.
The panelists will highlight a few of the cases in
which they have found VB to be exceedingly useful, and
discuss their rationale for choosing VB over other
languages.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hunt:2002:HDG,
author = "Fran Hunt and Joe Kmoch and Chris Nevison and Susan
Rodger and Julie Zelenski",
title = "How to develop and grade an exam for 20,000 students
(or maybe just 200 or 20)",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "285--286",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563453",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Although our students may spend only a class period
working one of our exams, as instructors, we invest
many more hours crafting the questions and grading
their responses. How do we ensure our time is
well-spent? What qualities contribute to an effective
exam? How can we guarantee a fair evaluation of student
performance?With an 18-year track record delivering a
nationwide exam, the Advanced Placement Computer
Science (AP CS) program has a wealth of experience in
the area of exam development and administration. This
special session will bring together members of the AP
CS Development Committee and the Educational Testing
Service to share some of their insights into how the
experts do it. AP teachers will learn more about the
exam for which they are preparing their students.
College faculty will gain a better understanding of the
metrics provided by the AP exam. All instructors will
come away with practical and transferable ideas for
successful exam tactics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rasala:2002:SMD,
author = "Richard Rasala and Jeff Raab and Viera K. Proulx",
title = "The {SIGCSE 2001 Maze Demonstration} program",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "287--291",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563455",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This article will describe the SIGCSE 2001 Maze Demo
program that may be used as a CS2 laboratory exercise
on traversal algorithms. The article will also describe
the object-oriented design of the program and the Java
Power Tools that were used to enable rapid development
of its graphical user interface. Finally, the quality
of the program and the speed of its development shows
that it is now practical to teach freshmen using full
graphical user interfaces rather than interfaces that
use the console or a small restricted set of interface
widgets.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Levitin:2002:UPT,
author = "Anany Levitin and Mary-Angela Papalaskari",
title = "Using puzzles in teaching algorithms",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "292--296",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563456",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This paper advocates a wider use of puzzles and
puzzle-like problems in teaching design and analysis of
algorithms. It discusses a variety of puzzles and
classifies them according to the general algorithm
design techniques. Pedagogic issues are explored.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wick:2002:UEC,
author = "Michael R. Wick and Daniel E. Stevenson and Andrew T.
Phillips",
title = "Using an environment chain model to teach inheritance
in {C++}",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "297--301",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563458",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Inheritance is a central topic in most introductory
object-oriented programming courses and frequently the
most challenging for students to comprehend. The
difficulties students experience often center around
the rather complicated and obscure dynamic method
invocation algorithms used in languages like C++ and
Java. We present a visual model for teaching
inheritance that captures the essential aspects of
these algorithms yet is easy for students to comprehend
and apply.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bucci:2002:AOO,
author = "Paolo Bucci and Wayne Heym and Timothy J. Long and
Bruce W. Weide",
title = "Algorithms and object-oriented programming: bridging
the gap",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "302--306",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563459",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Currently there is a serious conceptual and technical
gap between ideas emphasized in object-oriented
programming and ideas as taught in algorithms courses.
We suggest both a paradigm for ``re-expressing''
algorithms in terms of classes and objects, and a set
of criteria relative to which the quality of such
re-expressions can be evaluated. A detailed example is
provided for re-expressing the algorithmic idea of
sorting.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Emory:2002:JDL,
author = "David Emory and Roberto Tamassia",
title = "{JERPA}: a distance-learning environment for
introductory {Java} programming courses",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "307--311",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563461",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This paper describes a Java-based distance-education
tool, called the Environment for Remote Programming
Assignments in Java (JERPA), for use in computer
science courses with Java programming assignments.
JERPA reduces the demand on the university's computing
infrastructure while providing instructors with an easy
system to deploy and distribute assignments, and
allowing students greater flexibility as they work on
the assignments. JERPA yields immediate advantages to
traditional on-campus CS courses and provides a key
functionality to programming courses offered in a
distance-education setting.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kurtz:2002:EIE,
author = "Barry L. Kurtz and Dee Parks and Eric Nicholson",
title = "Effective {Internet} education: a progress report",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "312--316",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563462",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Our Internet-based project is developing two courses
to demonstrate the viability of a virtual classroom
environment where the on-line student can interact both
with the instructor and ``virtual classmates.'' Other
course components include a hyperlinked textbook and
laboratory experiences that stress learning-by-doing.
We use Java on both the server side and the client side
to support the classroom interaction and the laboratory
activities. This paper illustrates some of the
particular software technologies used. We discuss
problems encountered, solutions found, and the ongoing
development of materials.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wolf:2002:OSS,
author = "Marty J. Wolf and Kevin Bowyer and Don Gotterbarn and
Keith Miller",
title = "Open source software: intellectual challenges to the
status quo",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "317--318",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563464",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Open source software is making a large impact on many
aspects of society including the business community,
the computing industry, the entertainment industry and
higher education. The computer science education
community has been quiet about issues of open source
versus closed source and the role of open source code
in the advancement of information technology. A survey
of recent issues of SIGCSE Bulletin and SIGCSE
conference proceedings shows little attention to the
role open source software should play in computer
science education. We are here to raise the question:
``What are the social and ethical responsibilities of
computer science faculty regarding open source
software?''One set of issues concerns the use of open
source software in teaching and the use of open source
development models in the teaching of software
development. Some basic questions that arise include
``Should analysis of open source (and possible
contributions to it) be the subject of class
assignments?'' and ``Should open source software
development models be taught?''A second set of issues
concerns the use of open source software in support of
teaching (e.g., using Linux as your standard platform).
Some basic questions that arise include ``Should we use
open source software to support teaching?'' and ``Are
these faculty ethically obligated to make contributions
to the open source software base?''In this panel we
will identify many of the parties involved in the
ethical and social issues surrounding the use of open
source in teaching and in the support of teaching, and
we will identify the rights and responsibilities we, as
faculty, have to the various parties. This panel will
initiate a discussion that will identify additional
parties and our further professional obligations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2002:NA,
author = "Nick Parlante and John K. Estell and David Reed and
David Levine and Dan Garcia and Julie Zelenski",
title = "Nifty assignments",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "319--320",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563466",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Creating assignments is a difficult and time consuming
part of teaching Computer Science. Nifty Assignments is
a forum, operating at a very practical level, to
promote the sharing of assignment ideas and assignment
materials. Each presenter will introduce their
assignment, give a quick demo, and describe its niche
in the curriculum and its strengths and weaknesses. The
presentations (and the descriptions below) merely
introduce each assignment. For more detail, each
assignment has its own web page with more detailed
information and assignment materials such as handouts
and data files to aid the adoption of the assignment.
Information on participating in Nifty Assignments as
well as all the assignment pages are available from our
central page\ldots{} http://cse.stanford.edu/nifty/",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sanders:2002:TEA,
author = "Ian Sanders",
title = "Teaching empirical analysis of algorithms",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "321--325",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563468",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "In this paper I argue that empirical analysis of
algorithms is important but also difficult and requires
a place in our curricula. I discuss how I planned to
include coverage of this topic through lectures,
discussions and practical work and the approach that I
took in the Honours Analysis of Algorithms topic at the
University of the Witwatersrand in 2001. I then discuss
the results of a survey conducted on the Honours class
and suggest some improvements for 2002.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fenwick:2002:SEM,
author = "James B. Fenwick and Cindy Norris and James Wilkes",
title = "Scientific experimentation via the matching game",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "326--330",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563469",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "In traditional computer science curricula, students
view program implementation as the end product and not
the means to obtaining some further result. All too
often students complete an implementation at the last
minute, perform a minimal amount of testing and call
the assignment done! This paper discusses an approach
we have taken in our courses to have students use and
develop programs as part of a scientific inquiry. In
addition to causing students to perform more thorough
testing, our approach also improves empirical and
critical thinking skills.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2002:VPP,
author = "David Ginat",
title = "On varying perspectives of problem decomposition",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "331--335",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563470",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The most common decomposition perspective in computer
science problem-solving is 'top-down', in which the
problem at hand is divided into 'smaller' sub-problems.
Yet there are more decomposition perspectives. In this
paper we illuminate three additional perspectives and
demonstrate their didactic value. The presentation is
displayed in an apprenticeship manner, through
different approaches for solving an intriguing
algorithmic challenge --- the problem of finding
majority. Each of the three perspectives is tied to a
variety of algorithmic problems and solutions, and
elaborated as a pedagogical tool for teaching
algorithms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Maurer:2002:CPL,
author = "W. Douglas Maurer",
title = "The comparative programming languages course: a new
chain of development",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "336--340",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563472",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The programming language concepts which ought to be
presented in the comparative programming languages
course (either graduate or undergraduate) are all
covered by choosing C++, Java, Perl, and Python as the
languages to be compared. These include dynamic typing,
object orientation, multiple inheritance, interpreters
and compilers, keyword and default parameters,
generics, operator overloading, complex numbers,
universal hierarchies, exceptions, and garbage
collection. We describe such a course, which we have
given.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Debray:2002:MCD,
author = "Saumya Debray",
title = "Making compiler design relevant for students who will
(most likely) never design a compiler",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "341--345",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563473",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Compiler Design courses are a common component of most
modern Computer Science undergraduate curricula. At the
same time, however, compiler design has become a highly
specialized topic, and it is not clear that a
significant number of Computer Science students will
find themselves designing compilers professionally.
This paper argues that the principles, techniques, and
tools discussed in compiler design courses are
nevertheless applicable to a wide variety of situations
that would generally not be considered to be compiler
design. Generalizing the content of compiler design
courses to emphasize this broad applicability can make
them more relevant to students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tucker:2002:IFM,
author = "Allen B. Tucker and Robert E. Noonan",
title = "Integrating formal models into the programming
languages course",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "346--350",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563474",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "In our approach to the Programming Languages course,
formal models are integrated as a thread that pervades
the course, rather than as a one of many topics that is
introduced and then dropped. In this paper we present a
simplified version of the formal semantics used. We
then show how this model is implemented using the
object-oriented, functional and logic paradigms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Robbins:2002:EPI,
author = "Steven Robbins",
title = "Exploration of process interaction in operating
systems: a pipe-fork simulator",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "351--355",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563476",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This paper examines the use of a simulator to explore
process interaction in Unix. The simulator allows
instructors to trace through a variety of programs and
to show how the processes and pipes are connected.
Students can create C language programs and see how
changes in their code or changes in process scheduling
affect the configuration of the processes and pipes as
well as the output of the program. Students can also
see the consequences of not protecting critical
sections in an executing program. The simulator is
flexible enough to allow the creation of process fans,
chains and trees as well as unidirectional and
bidirectional rings. The program is written in Java and
can be run as a standalone application or as an applet
from a browser.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reek:2002:WTS,
author = "Kenneth A. Reek",
title = "The well-tempered semaphore: theme with variations",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "356--359",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563477",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This paper discusses differences in the semantics of
various semaphore implementations and their
ramifications in developing solutions to
synchronization problems. An approach is described to
insulate students from these differences and simplify
the task of teaching semaphores.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carr:2002:CLS,
author = "Steve Carr and Changpeng Fang and Tim Jozwowski and
Jean Mayo and Ching-Kuang Shene",
title = "A communication library to support concurrent
programming courses",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "360--364",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563478",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "A number of communication libraries have been written
to support concurrent programming. For a variety of
reasons, these libraries generally are not well-suited
for use in undergraduate courses. We have written a
communication library uniquely tailored to an academic
environment. The library provides two levels of
communication abstraction (topology and channel) and
supports communication among threads, processes on the
same machine, and processes on different machines, via
a unified interface. The routines facilitate controlled
message loss along channels and can be integrated with
an existing graphical tool that supports visualization
of the communication that occurs. An editor has been
developed for automatic code generation for arbitrary
topologies via a graphical interface. All these tools
run over Solaris, Linux, and Windows.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mullins:2002:PIS,
author = "Paul Mullins and Jim Wolfe and Michael Fry and Erik
Wynters and William Calhoun and Robert Montante and
William Oblitey",
title = "Panel on integrating security concepts into existing
computer courses",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "365--366",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563480",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Recently, computer security has come to the forefront
of public awareness. With the onslaught of worms such
as Code Red, national (U.S.) concern has increased
about cyber terrorism and the information
infrastructure. One educational response has been the
emergence of a number of computer security degree
programs --- at the undergraduate level, e.g., East
Stroudsburg State University of PA, and at the graduate
level, e.g., the Heinz School at Carnegie-Mellon
University. The panel members were all participants in
the Cyber security faculty development Workshop[1] held
at Indiana University of PA in August, 2001. Among the
goals of the workshop was the development of courses
that would teach the theory and application of
security, including the use of specially designed
(quarantined) ``attack'' and ``defend'' computer labs.
Additional goals include development of modules related
to security for CS core courses, and an
interdisciplinary minor for Computer Science and
Criminology majors. It was the consensus of the panel
participants that many institutions would be unable to
implement special degree programs or tracks, and, in a
significant number of cases, might be unable to
immediately implement even one specialized course. Yet,
all the participants also believed strongly that
security-related content in our computer courses can,
and should, be improved. Even if no security-based
courses are added, major and non-major courses in
computer science, CIS, etc., can do a better job of
raising awareness of threats, vulnerabilities, and
risks. Each panel member will address a specific course
or sub discipline and describe how security was infused
or added to the current curriculum. The intent is to
foster discussion regarding appropriateness and
pedagogy while relating individual experiences,
successes and failures. Audience and panel members will
be encouraged to discuss the relative merits of this
approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reges:2002:SFI,
author = "Stuart Reges",
title = "{SIGCSE} 2002 forum: industry in the ivory tower",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "367--367",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563482",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The intent of this forum is to generate a really
lively discussion on the gamut of our relationship ---
as computer science educators --- to industry. How
dependent are we/should we be on specific industry
software and platforms? (Many examples come to mind ---
Microsoft Visual Studio. NET, Red Hat Linux, C\#, Sun's
version of Java.)How obligated are we to jump on board
the newest upgraded software version of whatever we
might be using?How does our desire for good job
placement of our graduates square with our oft-repeated
claim that we are educators, not trainers?Pursuing this
issue of ``where do we fall on the spectrum between
training and education,'' what to do about all these
industry certification programs --- Cisco, Novell,
Oracle, Microsoft. Do we teach these curricula? Do we
give credit to students who take it, say at a community
college, and then transfer?What about a service course
in, say, Photoshop? Is this college-level material?Do
opportunities for summer internships or research
projects in an industry setting place some special
obligations on us with respect to that company?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2002:SFI,
author = "Henry Walker",
title = "{SIGCSE} 2002 forum: introducing {SIGCSE} committees:
a new initiative to support computing education through
{SIGCSE}-member involvement",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "368--368",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563484",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cannon:2002:TSP,
author = "Robert Cannon and Thomas B. Hilburn and Jorge
Diaz-Herrera",
title = "Teaching a software project course using the team
software process",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "369--370",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563486",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The tutorial is intended for faculty that will be
teaching or have taught a software project course. It
provides attendees with ideas, concepts, guidelines and
experiences for teaching such a course using the
introductory Team Software Process.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Grinder:2002:LLT,
author = "Michael T. Grinder and Seong B. Kim and Teresa L.
Lutey and Rockford J. Ross and Kathleen F. Walsh",
title = "Loving to learn theory: active learning modules for
the theory of computing",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "371--375",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563488",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Can students love to learn the theory of computing?
This topic is, after all, probably the most challenging
in the computer science curriculum. The academic
structure in the United States from grade school on is
not particularly good at preparing students to deal
with mathematical abstractions in any case, and the
kinds of abstractions that permeate the theory of
computing are unlike any encountered in other math
courses: strings, formal languages, and models of
computation. Furthermore, there is often little
correlation provided in a standard theory textbook
between the theory and the real world of software
development; students wonder just what the point of the
course is. It is no surprise, then, that most students
struggle with learning the theory of computing. It is
tempting to forego teaching the theory of computing,
since students not only struggle with it, but they
often retain so little of it. This would be a mistake.
Done properly, the theory course puts the ``science''
into computer science, giving aspiring practitioners a
basis for understanding the fundamental laws that
govern their discipline: there are problems that cannot
be solved, there are intractable problems, there are
limitations on the efficiency of the solutions to
problems, and so on. Students not only need to know
these fundamental truths about their field, but they
also need to be able to apply this knowledge to their
everyday work of programming. In this paper we describe
recent advances in our long-term efforts in the
Webworks Laboratory at Montana State University to make
the theory of computing accessible to students through
active learning modules designed for use on the web.
While we won't be so bold as to say that students will
actually love to learn the theory of computing as a
result of having access to these modules, we can
confidently say from our own experience that they will
find learning the theory to be more fun. And that, we
would all agree, is a big step towards helping students
learn.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McDonald:2002:IPA,
author = "Jennifer McDonald",
title = "{Interactive Pushdown Automata Animation}",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "376--380",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563489",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This paper will present the Interactive Pushdown
Automata Animation for use in an Automata Theory class.
It will present the features of the IPAA as well as the
algorithm and data model used. Finally, this article
will outline the necessary pieces of a good visual tool
and show how they are implemented in the IPAA.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lukins:2002:TPP,
author = "Stacy Lukins and Alan Levicki and Jennifer Burg",
title = "A tutorial program for propositional logic with
human\slash computer interactive learning",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "381--385",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563490",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This paper describes a tutorial program that serves a
double role as an educational tool and a research
environment. First, it introduces students to
fundamental concepts of propositional logic and gives
them practice with theorem proving. Secondly, the
program provides an environment in which we can track
student learning, explore cognitive issues of human
problem solving, and investigate the possibilities of
interactive human/machine learning. We have tested the
tutorial program on two groups of Discrete Mathematics
students and report the results of our assessment. We
also discuss the contributions and future directions of
our research in interactive human/machine learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Newhall:2002:CPC,
author = "Tia Newhall and Lisa Meeden",
title = "A comprehensive project for {CS2}: combining key data
structures and algorithms into an integrated {Web}
browser and search engine",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "386--390",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563492",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "We present our experience using a large, real-world
application as a course project for the second half of
the semester of a CS2 course. Our primary goal for the
project was to create an engaging application that
incorporated most of the key data structures and
algorithms introduced in the course. Specifically, the
project uses binary search trees, priority queues, hash
tables, and graphs. The project consisted of four parts
combined to build an integrated web browser and search
engine in Java. A key benefit of an incremental,
long-term project of this type is that students quickly
learn that their initial design and implementation
decisions have a significant impact on the eventual
extensibility and performance of their software. This
provides numerous opportunities for students to
recognize the importance of software engineering
techniques and complexity analysis in the development
of a successful application. We present students'
responses to the project which show that they
overwhelmingly enjoyed the project and felt that it
helped them to see how the data structures and
algorithms discussed in the course are used in real
software.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Robbins:2002:ISC,
author = "Kay A. Robbins and Catherine Sauls Key and Keith
Dickinson",
title = "Integrating a simulation case study into {CS2}:
developing design, empirical and analysis skills",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "391--395",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563493",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "Case studies are widely used in business and medicine
to help students learn from the successes and failures
of practitioners in the field. This paper discusses the
potential benefits of case studies in computer science
and how case studies differ from projects. We describe
our preliminary experience with developing a network
simulation case study for an object-oriented CS2 course
and present some of ideas for teaching such a case
study through close coupling of lectures with
laboratories. The teaching materials for this case
study are available on the web.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fekete:2002:TDS,
author = "Alan Fekete",
title = "Teaching data structures with multiple collection
class libraries",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "396--400",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563494",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "In recent years, the teaching of data structures has
been revolutionised by object-oriented languages,
especially Java, in which the concept of each Abstract
Data Type is made explicit as an Interface. The
existing texts, though, each use a single set of
classes: sometimes a standard library such as Sun's
SDK, but in other cases these form a library unique to
the text. In contrast, this paper advocates an approach
which seeks to prepare students for the common
situation for software developers, who are asked to
regularly adjust to a library they are unfamiliar with.
The teaching we describe openly acknowledges the
existence of many libraries. A single concept such as
Stack is expressed in subtly different ways in each
library; these differences are made explicit for the
student. We also show examples of assessment tasks that
can accompany the teaching.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shay:2002:MMC,
author = "William Shay",
title = "A multiplatform\slash multilanguage client\slash
server project",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "401--405",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563496",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This paper introduces a more general client/server
example than is typically described. Whereas many
client/server examples often involve communication
between two C programs or two Java programs, this paper
describes a program demo containing two clients (one in
C and one in Java) and two servers (one in C and one in
Java). Furthermore, either client is capable of
connecting to and downloading a file from either server
using a socket connection over the TCP/IP protocol.
None of these programs make any assumptions regarding
what language or platform supports the program at the
remote end.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gagne:2002:JNB,
author = "Greg Gagne",
title = "To {\tt java.net} and beyond: teaching networking
concepts using the {Java} networking {API}",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "406--410",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563497",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "This paper covers the use of Java and its API for
developing networking programs in an undergraduate
computer networks class. Through the use of TCP and UDP
sockets provided in the java.net package, students are
able to write several client-server applications such
as web and mail servers and a chat room. Additionally,
the java.rmi API provides a library for invoking
methods on remote objects, similar to remote procedure
calls. Remote method invocation (RMI) is used to write
a distributed version of the Producer-Consumer
problem.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adams:2002:SCS,
author = "Joel Adams and David Vos",
title = "Small-college supercomputing: building a {Beowulf}
cluster at a comprehensive college",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "411--415",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563498",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "A Beowulf cluster is a MIMD multiprocessor built from
commodity off-the-shelf personal computers connected
via a dedicated network, running free open-source
software. Such a cluster can provide a supercomputer's
performance at a small fraction of one's cost. For
small colleges and universities, the relatively low
cost of a Beowulf cluster makes it an attractive
alternative to a commercial supercomputer. This paper
details our experience building a Beowulf cluster at a
four-year comprehensive college.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McGuffee:2002:MUC,
author = "James W. McGuffee and Herbert L. Dershem and Linda B.
Lankewicz and Gary Lewandowski and Dian Lopez and
Oberta A. Slotterbeck",
title = "Managing undergraduate {CS} research",
journal = j-SIGCSE,
volume = "34",
number = "1",
pages = "416--417",
month = mar,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/563517.563500",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:52 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Inroads: paving the way towards excellence in
computing education.",
abstract = "The focus of this panel is the role of computer
science faculty in the undergraduate research process.
The panel participants will share their personal
experiences to highlight different approaches in
developing and encouraging undergraduate computer
science research.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Johnson:2002:DCM,
author = "Deborah G. Johnson and Keith W. Miller",
title = "Is diversity in computing a moral matter?",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "9--10",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543814",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#JohnsonM02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lazowska:2002:PMC,
author = "Edward D. Lazowska",
title = "Pale and male: 19$^{th}$ century design in a 21$^{st}$
century world",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "11--12",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543815",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Lazowska02;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lazowska:2002:PMT,
author = "Ed Lazowska",
title = "Pale and male: 19 th century design in a 21st century
world",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "11--12",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543815",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Borg:2002:CDE,
author = "Anita Borg",
title = "Computing 2002: democracy, education, and the future",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "13--14",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543816",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Borg02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lee:2002:WBW,
author = "John A. N. (JAN) Lee",
title = "Well behaved women rarely make history!",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "14--15",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543817",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Lee02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Klawe:2002:GBC,
author = "Maria M. Klawe",
title = "Girls, boys, and computers",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "16--17",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543818",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Klawe02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Prey:2002:WDY,
author = "Jane Prey and Kevin Treu",
title = "What do you say?: open letters to women considering a
computer science major",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "18--20",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543819",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#PreyT02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pratt:2002:PAV,
author = "Lorien Y. Pratt and Manavendra Misra",
title = "Perspectives on academic vs. industry environments for
women in computer science",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "20--22",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543820",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#PrattM02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Taylor:2002:WCC,
author = "Valerie E. Taylor",
title = "Women of color in computing",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "22--23",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543821",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Taylor02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jones:2002:CWP,
author = "Anita Jones",
title = "The curious ways of professional cultures and the
``two-body opportunity''",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "24--25",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543822",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Jones02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wardle:2002:PEE,
author = "Caroline E. Wardle and Lawrence Burton",
title = "Programmatic efforts encouraging women to enter the
information technology workforce",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "27--31",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543824",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#WardleB02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "For over a decade the National Science Foundation
(NSF) has been supporting projects designed to improve
opportunities for women in computing. From an initial
emphasis on increasing the number of women in graduate
school studying computer science and engineering, NSF's
current emphasis has broadened to include research
studies examining the underlying reasons why women are
underrepresented in the information technology (IT)
workforce. This paper describes the recent history of
NSF's activities in this area and the subsequent
emergence of a research portfolio addressing the
underrepresentation issue.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Balcita:2002:SFI,
author = "Angela M. Balcita and Doris L. Carver and Mary Lou
Soffa",
title = "Shortchanging the future of information technology:
the untapped resource",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "32--35",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543825",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#BalcitaCS02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "Building on ideas from a virtual workshop and
additional input from the scientific community, the
CISE Directorate at the National Science Foundation
established the Information Technology Workforce
Program (ITWF) in March 2000 to support a broad set of
scientific research studies focused on the
under-representation of women and minorities in the
information technology workforce. In this paper, we
explore various approaches that the funded researchers
are taking to address the problem of women in
information technology. We begin with a brief history
of the ITWF, and then focus on some of the research
projects in terms of their goals, approaches, and
expected outcomes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jepson:2002:PP,
author = "Andrea Jepson and Teri Perl",
title = "Priming the pipeline",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "36--39",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543826",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#JepsonP02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "In 1997 The Backyard Project, a pilot program of the
Garnett Foundation, was instituted to encourage high
school girls to explore careers in the computer
industry (see {\tt
http://taz.cs.ubc.ca/swift/archives/garnett.html}). At
that time, the Garnett Foundation commissioned the
Global Strategy Group to execute a survey of 652
college-bound high school students (grades 9 through
12), to help discover directions that The Backyard
Project might take to try to move toward the mission of
the pilot program. It conducted the study by telephone
between March 25 and April 8, 1997 in the Silicon
Valley, Boston, and Austin metropolitan areas. It
conducted all interviews using a random digit dialing
methodology, derived from a file of American households
with high incidences of adolescent children. The survey
had an overall margin of error of + 3.8\%.The top six
answers from girls to the survey question ``Why are
girls less likely to pursue computer science careers?''
in order of perceived importance by the girls were:
``not enough role models''; ``women have other
interests''; ``didn't know about the industry'';
``limited opportunity''; ``negative media''; and ``too
nerdy''.The Backyard Project, in existence from
1998-2001, sponsored computer camps on college campuses
for high school girls. The first camp in 1998, served
24 girls and by 2000, it had grown to an eight-city
program designed to give 360 girls, most from
low-income families, a week to learn high tech
fundamentals and meet women in the computer industry.
This high growth rate reflects the urgent need for
programs such as this one. The following discusses the
six responses given above by the girl survey
respondents. The quotes that follow (unless otherwise
noted), speak to the issues raised in the survey and
are taken from comments made by the high school girls
attending the camp at Stanford University in 1999.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Duplantis:2002:VFA,
author = "Willa Duplantis and Eve MacGregor and Maria M. Klawe
and Michele Ng",
title = "'Virtual family': an approach to introducing {Java}
programming",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "40--43",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543827",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#DuplantisMKN02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "This paper introduces and discusses Virtual Family
(VF): A gender-neutral game-based software that
introduces Java programming. VF provides a completely
functioning game that students extend and enhance via
programming. We discuss the background and context
within which Virtual Family was developed and other
available multimedia resources for teaching
programming. The paper then goes on to describe Virtual
Family's concept and design. Finally, feedback received
from Virtual Family teaching workshops is related, as
well as preliminary results from using VF in
high-school teaching units. Virtual Family is under
development in a research lab at the University of
British Columbia and is an initiative of Supporting
Women in InFormation Technology (SWIFT). SWIFT is a
five-year research action and implementation project to
increase the participation of women in Information
Technology. Virtual Family is available free of charge
to anyone interested in using it for teaching or
outreach purposes, to order email {\tt
swift@interchange.ubc.ca}.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Countryman:2002:DHP,
author = "Jeri Countryman and Alegra Feldman and Linda Kekelis
and Ellen Spertus",
title = "Developing a hardware and programming curriculum for
middle school girls",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "44--47",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543828",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#CountrymanFKS02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "If you ask most children-or even most adults-to draw a
picture of a computer scientist, you are likely to get
a picture of a man. Despite the personal and
professional rewards careers in technology, women are
underrepresented in high-tech industry, and most girls
do not imagine a career technology. Positions in the
technology industry are among the most professionally
challenging and highest paying. Yet, by their choices
and preparation, girls limit their ability to work in
technology fields in the future. For example, at the
high school level where students begin to study and
prepare for careers, girls enroll in fewer computer
science courses---particularly advanced level
classes---than boys do. The reasons for the disparity
between boys' and girls' involvement in technology are
multifaceted. Boys in our culture, much more than
girls, are encouraged to engage in hands-on
experimentation that gives them an advantage in terms
of self-confidence and a willingness to experiment with
technology. Children's first exposure to computers
often comes through games and most computer games, with
their violent themes and gender stereotypes, appeal to
boys. Parents who may fail to encourage their daughters
to experiment with technology often reinforce
differences inadvertently. They are less inclined to
enroll them in after-school and summer computer
classes. Schools should help to level the playing
field. And in fact, some schools have taken steps to
reduce the gender divide in technology by setting
policies of equal access, offering more gender-neutral
software, and providing computer training and support
for teachers [1]. Despite these efforts by some school
districts, many teachers remain unprepared to integrate
technology into the curriculum or to ensure its
equitable use by students. And with enormous caseloads,
counselors can do little to offer guidance to students
and their families about academic and career
opportunities in technology. In addition to striving to
increase the number of girls involved with technology
it is also important to consider how girls are
participating in the computer culture. A common
alternative to computer science courses-and a common
point of entry for girls into the computer world-has
been courses on computer ``tools'' such as databases,
page layout, graphics, online publishing, and other
``productivity software'' [2]. These classes may teach
basic skills rather than promote higher-order learning
[3]. As such, we are challenged to create innovative
ways for understanding the role that computers play in
the education of girls and for improving their access
to and use of computers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cohoon:2002:RRW,
author = "Joanne McGrath Cohoon",
title = "Recruiting and retaining women in undergraduate
computing majors",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "48--52",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543829",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Cohoon02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "This paper recommends methods for increasing female
participation in undergraduate computer science. The
recommendations are based on recent and on-going
research into the gender gap in computer science and
related disciplines They are intended to work in tandem
with the Computing Research Association's
recommendations for graduate programs (see [18] in this
issue) to promote a general increase in women's
participation in computing professions. Most of the
suggestions offered here could improve the educational
environment for both male and female students. However,
general improvements are likely to be of particular
benefit to women because women in our society do not
generally receive the same level of support that men
receive for entering and persisting in this field.
Parents, friends, and classmates seldom encourage women
to choose and continue in a computing discipline. Those
few women who declare a computing major tend to
experience continued lack of support throughout their
education. They have few female peers to call on for
help. Furthermore, students in their own and other
majors may consider them odd. Even faculty can
discourage women with unthinking remarks or with
expectations based on the assumption that men's
behavior and experience are the basis for success in
computing majors. This lack of support can block or
weaken women's commitment to computing. Moreover, when
conditions in a department are generally unfavorable,
those with a weakened commitment to the discipline
often leave at higher rates than those who have
sufficient support to overcome the conditions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Humphreys:2002:LAS,
author = "Sheila Humphreys and Ellen Spertus",
title = "Leveraging an alternative source of computer
scientists: reentry programs",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "53--56",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543830",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#HumphreysS02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "Much has been written about the ``leaky pipeline'' of
women in computer science (CS), with the percentage of
women decreasing as one moves from lower levels, such
as college, to higher levels, culminating in full
professorship. While significant attention focused on
keeping women from leaving the pipeline, there is also
an opportunity to bring women into the pipeline through
non-traditional programs, instead of requiring that
everyone enter at the undergraduate level. Both Mills
College, a small liberal arts institution for women,
and UC Berkeley, a large research university,
established programs in the 80's to increase the number
of women in computer science by tapping non-traditional
students. Both programs share the core value of
accommodating older students lacking technical
backgrounds. The two programs have produced similar
results: graduate degrees earned in computer science by
students who would not have qualified without these
programs, professional employment in the computer
science field by women and minorities, and a
recognition that this population represents a rich
source of talent for our nation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Townsend:2002:PWM,
author = "Gloria Childress Townsend",
title = "People who make a difference: mentors and role
models",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "57--61",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543831",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Townsend02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "The literature of gender issues in computing
steadfastly and uniformly has advocated the use of
mentors and role models (M\&RM) for recruiting and
retaining women in computer science [3, 17, 20.] This
paper, therefore, accepts the results of research
studies and avoids reiterating details of the projects
but offers instead a practical guide for using M\&RM to
recruit and retain women in computer science. The guide
provides pragmatic advice, describing several different
facets of the M\&RM concept.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gabbert:2002:SCW,
author = "Paula Gabbert and Paige H. Meeker",
title = "Support communities for women in computing",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "62--65",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543832",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#GabbertM02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "This article highlights the many activities provided
by the support communities available for women in
computing. Thousands of women actively participate in
these programs and they receive many benefits including
networking and professional support. In addition, the
organizations and associations help promote the
accomplishments of women computer scientists and
disseminate valuable information. This article surveys
some of these organizations and concludes with a list
of suggestions for how faculty members can incorporate
the benefits of these organizations in their own
institutions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Francioni:2002:CIU,
author = "Joan M. Francioni",
title = "A conference's impact on undergraduate female
students",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "66--69",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543833",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Francioni02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "In September of 2000, the 3rd Grace Hopper Celebration
of Women in Computing was held in Cape Cod,
Massachusetts. Along with a colleague from a nearby
university, we accompanied seven of our female
undergraduate students to this conference. This paper
reports on how the conference experience immediately
affected these students --- what impressed them, what
scared them, what it clarified for them. It also
reports on how the context in which these students
currently evaluate their ability, potential and
opportunity in computer science is different now from
what it was before the conference. Hopefully, by
understanding their experience, we can gain some
insight into things we can do for all of our
undergraduate female students to better support their
computer science and engineering education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Montano:2002:VDC,
author = "Gloria Montano",
title = "Virtual development center",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "70--73",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543834",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Montano02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "The Virtual Development Center of the Institute for
Women and Technology seeks to significantly enhance the
impact of women on technology. It addresses this goal
by increasing the number of women who have input on
created technology, enhancing the ways people teach and
develop technology, and developing need-based
technology that serves the community. Through
activities of the Virtual Development Center, a pattern
is emerging regarding how computing technologies do or
do not satisfy the needs of community groups,
particularly those communities serving women. This
paper describes the Virtual Development Center program
and offers observations on the impact of computing
technology on non-technical communities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Frieze:2002:BEC,
author = "Carol Frieze and Lenore Blum",
title = "Building an effective computer science student
organization: the {Carnegie Mellon} {women@SCS} action
plan",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "74--78",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543835",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#FriezeB02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "This paper aims to provide a practical guide for
building a student organization and designing
activities and events that can encourage and support a
community of women in computer science. This guide is
based on our experience in building Women@SCS, a
community of women in the School of Computer Science
(SCS)(2) at Carnegie Mellon University. Rather than
provide an abstract ``to-do'' or ``must-do'' list, we
present a sampling of concrete activities and events in
the hope that these might suggest possibilities for a
like-minded student organization. However, since we
have found it essential to have a core group of
activist students at the helm, we provide a ``to-do''
list of features that we feel are essential for
forming, supporting and sustaining creative and
effective student leadership.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fisher:2002:UCC,
author = "Allan Fisher and Jane Margolis",
title = "Unlocking the clubhouse: the {Carnegie Mellon}
experience",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "79--83",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543836",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#FisherM02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "In the fall of 1995, just seven of 95 students
entering the undergraduate program in computer science
at Carnegie Mellon University were women. In 2000, 54
of 130, or 42\%, were women. What happened? This
article presents a brief history of the transformation
at Carnegie Mellon's School of Computer Science, and
the research project that lay behind it. A fuller
discussion, set in an analysis of gender issues in
computing from childhood through college, is found in
our book, Unlocking the Clubhouse: Women in Computing
[2].The story begins with a research study designed
specifically to diagnose and find remedies for the
gender gap in Carnegie Mellon's undergraduate computer
science program. Female enrollment had hovered below
10\% for a number of years, and the fraction of women
leaving the program was approximately twice that for
men. In 1995, the Alfred P. Sloan Foundation funded our
proposal for a two-year program, which was followed up
two years later with a two-year extension. The goal was
to understand the experiences and choices of both men
and women with respect to studying computer science,
and to design interventions that would involve more
women.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roberts:2002:EWC,
author = "Eric S. Roberts and Marina Kassianidou and Lilly
Irani",
title = "Encouraging women in computer science",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "84--88",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543837",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#RobertsKI02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "At a cost to both their own opportunities and
society's ability to produce people with much-needed
technical skills, women continue to be underrepresented
in computer science degree programs at both the
undergraduate and graduate level. Although some of the
barriers that women face have their foundations in
cultural expectations established well before the
college level, we believe that departments can take
effective steps to increase recruitment and retention
of women students. This paper describes several
strategies we have adopted at Stanford over the past
decade.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clayton:2002:TYS,
author = "Debbie Clayton and Teresa Lynch",
title = "Ten years of strategies to increase participation of
women in computing programs: the {Central Queensland
University} experience: 1999--2001",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "89--93",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543838",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#ClaytonL02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "In the late eighties, the participation rate of women
in Information Technology courses in most Australian
Universities was around 25\%. This low level of women's
participation in computing courses occurs not only in
Australia but also overseas [1], [2]. More studies that
are recent indicate that the participation rates have
not improved and in fact may be even further in decline
[3]. Participation rates in the workforce also appear
to be in decline [4], [5].Concerned at the imbalance
within Australia, the Federal government directed all
Australian Universities to increase the number of women
in courses leading to a professional computing
qualification (i.e., information technology courses) to
40\% of students by 1995 [6].This paper details one
Australian university's approach, over a 10-year period
(1991 --- 2001), to redress this imbalance. We provide
examples of intervention strategies developed and the
outcomes for these strategies. We present the outcomes
against a background frame of the Australian Higher
Education scene of that decade which was influenced by
funding levels to universities in general and to equity
programs in particular. We present data related to the
participation of women in computing programs along with
snapshots of the overall changing student demographics
over this period.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Galpin:2002:WCA,
author = "Vashti Galpin",
title = "Women in computing around the world",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "94--100",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543839",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Galpin02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "This paper describes the participation of women in
computing in more than 30 countries, by focussing on
participation at undergraduate level. A brief
discussion covers how societal and cultural factors may
affect women's participation. Statistics from many
different sources are presented for comparison.
Generally, participation is low --- most countries fall
in the 10-40\% range with a few below 10\% and a few
above 40\%.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Craig:2002:GVC,
author = "Annemieke Craig and Rose Paradis and Eva Turner",
title = "A gendered view of computer professionals: preliminary
results of a survey",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "101--104",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543840",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#CraigPT02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "The under-representation of women in the computing
profession in many parts the western world has received
our attention through numerous publications, the
noticeable low representation of women at computer
science conferences and in the lecture halls. Over the
past two decades, the situation had become worse.
Please refer to the other articles in this special
issue for detailed statistics, a discussion of factors
that contribute to the low participation rate by women,
and for suggestions on how to reverse the current
trend. This paper seeks to add to the dialogue by
presenting preliminary findings from a research project
conducted in four countries. The aim of this research
was to gain an insight into the perceptions future
computer professionals hold on the category of
employment loosely defined under the term of ``a
computer professional.'' One goal was to get insight
into whether or not there is a difference between
female and male students regarding their view of
computer professionals. Other goals were to determine
if there was any difference between female and male
students in different parts of the world, as well as
who or what most influences the students to undertake
their courses in computing. The team of researchers
gave an extensive questionnaire to undergraduate
students enrolled in a variety of computing degree
programs. The students enrolled in these programs at
Victoria University of Technology in Melbourne, the
University of East London, the Chinese University of
Hong Kong, and Ithaca College located in Ithaca, New
York. This article reports on the analysis of the
results from the questionnaire. It discusses the gender
differences in the responses from the students in these
countries to try to get a worldwide perspective. At
this time, it does not yet report on the similarities
and differences between the groups of participants from
each of the four countries. Instead, it investigates
whether there are gendered differences in the views of
this rather broad sample of student population of
future computer professionals.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moskal:2002:FCS,
author = "Barbara Moskal",
title = "Female computer science doctorates: what does the
survey of earned doctorates reveal?",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "105--111",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543841",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Moskal02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "Based on the National Center for Education Statistics
(2000), in the 1997-1998 academic year 26.7\% of earned
bachelors' degrees, 29.0\% of earned masters' degrees
and 16.3\% of earned doctorates' degrees in computer
science were awarded to women. As these percentages
suggest, women are underrepresented at all academic
levels in computer science (Camp, 1997). The most
severe shortage occurs at the top level---the doctorate
in computer science. We know very little about the
women who persist to the top level of academic
achievement in computer science. This paper examines a
subset of data collected through the Survey of Earned
Doctorates (SED). The specific focus of this paper is
to identify trends that have emerged from the SED with
respect to females completing doctorates in computer
science between the academic years 1990-1991 and
1999-2000. Although computer science doctorates include
doctorates in information science, prior research
(Camp, 1997) suggests that the percentage of women
completing doctorates in information science as
compared to computer science is low. The specific
research questions are:1. How does the percentage of
women who complete doctorates in computer science
compare to those that complete doctorates in other
fields?2. How does the length of time in school and the
sources of funding differ for females as compared to
males who complete doctorates in computer science?3.
Where do women go after completing doctorates in
computer science and what positions do they acquire?
How do these experiences differ from their male
peers?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Huff:2002:GSD,
author = "Chuck Huff",
title = "Gender, software design, and occupational equity",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "112--115",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543842",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Huff02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "After reviewing the work on gender bias in software
design, a model of gender-role influenced achievement
choice taken from Eccles [7] is presented. The paper
concludes that (1) though laudable, reduction of gender
bias in software design is not the most straightforward
way to reduce gender inequity in the choice of
computing as a career, (2) the model itself makes more
clear some of the ethical issues involved in attempting
to achieve gender equity on computing, and (3) efforts
to reduce gender inequity in the choice of computing as
a career need to be evaluated in the light of this
model.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gurer:2002:WCH,
author = "Denise W. G{\"u}rer",
title = "Women in computing history",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "116--120",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543843",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Gurer02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "Exciting inventions, innovative technology, human
interaction, and intriguing politics fill computing
history. However, the recorded history is mainly
composed of male achievements and involvements, even
though women have played substantial roles. This
situation is not unusual. Most science fields are
notorious for excluding, undervaluing, or overlooking
the accomplishments of their female scientists [1, 16,
17, 22]. As J.A.N. Lee points out, it is up to the
historians and others to remedy this imbalance (see
this issue [14]). Some steps have been taken towards
this goal through publishing biographies on women in
technology [2, 5, 6, 8, 12, 13, 18, 20, 21, 23, 24],
also see this issue [7], and through honoring the
pioneers with various awards such as the GHC'97
Pioneering Awards (Figure 1), the WITI Hall of Fame,
and the AWC Lovelace Award. A few online sites contain
biographies of women in technology, shown in Table 1
below. However, even with these resources, many women
who have contributed significantly to computer science
are still to be discovered.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gurer:2002:AWL,
author = "Denise W. G{\"u}rer and Tracy Camp",
title = "An {ACM}-{W} literature review on women in computing",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "121--127",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543844",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#GurerC02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "The pipeline shrinkage problem for women in computer
science is a well-known and documented phenomenon where
the ratio of women to men involved in computing shrinks
dramatically from early student years to working years
[19, 22, 23, 32, 42, 93, 112], also see this issue
[24]. During the last decade, considerable research
ensued to understand the reasons behind the existence
of the shrinking pipeline and in some cases to take
action to increase the numbers of women in computing.
Through the work of a National Science Foundation
funded project [56], ACM's Committee on Women in
Computing (ACM-W) has taken a first step towards
pulling this research together. A large number of
articles was gathered and processed on the topic of
women in computing and the shrinking pipeline. The
committee created a publicly available online database
to organize the references of this body of work by
topic, author, and reference information. The database,
constantly being updated, is accessible through ACM-W's
website {\tt http://www.acm.org/women}. A final report
is also available via the ACM-W website which covers
current statistics on women in computing, summaries of
the literature in the database, and a set of
recommendations. The following discussion is a brief
synopsis of a subset of the literature review as of
August 2001. In addition, you can find statistics on
women in computing and recommendations throughout this
special issue.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Camp:2002:ISP,
author = "Tracy Camp",
title = "The incredible shrinking pipeline",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "129--134",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543846",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Camp02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pearl:2002:BCS,
author = "Amy Pearl and Martha E. Pollack and Eve A. Riskin and
Becky Thomas and Elizabeth Wolf and Alice Wu",
title = "Becoming a computer scientist",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "135--143",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543847",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#PearlPRTWW02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Spertus:2002:GB,
author = "Ellen Spertus",
title = "Gender benders",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "145--146",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543848",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Spertus02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Teague:2002:WCW,
author = "Joy Teague",
title = "Women in computing: what brings them to it, what keeps
them in it?",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "147--158",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543849",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Teague02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "Career stereotyping and misperceptions about the
nature of computing are substantive reasons for the
under-representation of women in professional computing
careers. In this study, 15 women who have work
experience in several aspects of computing were asked
about their reasons for entering computing, what they
liked about working in computing, and what they
disliked. While there are many common threads, there
are also individual differences. Common reasons for
choosing computing as a career included: exposure to
computing in a setting which enabled them to see the
versatility of computers; the influence of someone
close to them; personal abilities which they perceived
to be appropriate for a career in computing; and
characteristics of such careers which appealed to them.
Generally, women working in the field enjoy the work
they are doing. Dislikes arising from their work
experiences are more likely to be associated with
people and politics than with the work they do --- and
they would like to have more female colleagues.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kiesler:2002:PHC,
author = "Sara B. Kiesler and Lee S. Sproull and Jacquelynne S.
Eccles",
title = "Pool halls, chips, and war games: women in the culture
of computing",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "159--164",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543850",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#KieslerSE02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "Computers are becoming ubiquitous in our society and
they offer superb opportunities for people in jobs and
everyday life. But there is a noticeable sex difference
in use of computers among children. This article asks
why computers are more attractive to boys than to girls
and offers a cultural framework for explaining the
apparent sex differences. Although the data are
fragmentary, the world of computing seems to be more
consistent with male adolescent culture than with
feminine values and goals. Furthermore, both arcade and
educational software is designed with boys in mind.
These observations lead us to speculate that computing
is neither inherently difficult nor uninteresting to
girls, but rather that computer games and other
software might have to be designed differently for
girls. Programs to help teachers instill computer
efficacy in all children also need to be developed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Treu:2002:TSG,
author = "Kevin Treu and Alisha Skinner",
title = "Ten suggestions for a gender-equitable {CS}
classroom",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "165--167",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543851",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#TreuS02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "Though considerable attention has been paid to the
creation of a nurturing environment for women in the
field of computer science, proposed solutions have
primarily focused on activities outside of the
classroom. This paper presents a list of suggestions
for modifications to both the pedagogy and content of
CS courses designed to make the CS classroom
environment more inviting for women students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cuny:2002:RRW,
author = "Janice Cuny and William Aspray",
title = "Recruitment and retention of women graduate students
in computer science and engineering: results of a
workshop organized by the computing research
association",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "168--174",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543852",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#CunyA02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gurer:2002:PWC,
author = "Denise W. G{\"u}rer",
title = "Pioneering women in computer science",
journal = j-SIGCSE,
volume = "34",
number = "2",
pages = "175--180",
month = jun,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/543812.543853",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:55 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Gurer02a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Women and Computing.",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wirth:2002:CSE,
author = "Niklaus Wirth",
title = "Computing science education: the road not taken",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "1--3",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544415",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reges:2002:CCR,
author = "Stuart Reges",
title = "Can {C\#} Replace {Java} in {CS1} and {CS2}?",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "4--8",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544419",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/csharp.bib;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib",
abstract = "Microsoft has developed a language called C\# (``see
sharp'') that it claims will allow programmers to
``quickly and easily build solutions'' for its new. NET
platform [3]. The language has much in common with
Java, particularly in those features emphasized in CS1
and CS2 courses. It also includes some of the desirable
features of C++ that are missing from Java as well as
some new features not available in either language.
This paper explores the pros and cons of teaching CS1
and CS2 using C\# instead of Java and concludes with a
discussion of the author's plans for teaching such a
course in the fall of 2002.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Miller:2002:MPC,
author = "Amanda Miller and Judy Kay",
title = "A mentor program in {CS1}",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "9--13",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544420",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Mentor programs are a highly effective way of
assisting students with the transition from high school
to university. This paper documents the introduction of
the mentor program in our department. In this program,
higher year students volunteered to act as mentors to
incoming freshmen. Mentors fulfilled technical and
social roles assisting freshmen with the transition to
university and with their studies in computer science.
We explain the details of mentor selection and their
activities during the semester. We evaluate the
outcomes of mentoring for students, mentors and the
department.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Alm:2002:YBS,
author = "Jacob Alm and Robert Baber and Shauna Eggers and
Christopher O'Toole and Abin Shahab",
title = "You'd better set down for this!: creating a set type
for {CS1} \& {CS2} in {C\#}",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "14--18",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544421",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The authors have developed a set class and other
supporting materials that would be useful for a CS1 and
CS2 course taught in the C\# programming language
developed by Microsoft Corporation [1]. The primary
goals were to create a data structure that would be
simple and intuitive enough for novices to use in CS1
but also powerful enough to be useful for CS2 students.
In addition to the set class itself the authors have
developed several sample programs and an interactive
set environment. In developing these materials the
authors explored the expressive capabilities of the C\#
language and found that it was particularly well suited
to this task.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{VanDeGrift:2002:LSI,
author = "Tammy VanDeGrift and Richard J. Anderson",
title = "Learning to support the instructor: classroom
assessment tools as discussion frameworks in {CS} 1",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "19--23",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544422",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we describe and evaluate Classroom
Assessment Tools (CATs) designed to encourage
interaction and student ownership in an introductory
programming course (CS 1). Traditionally, Classroom
Assessment Techniques allow instructors to collect
feedback from students regarding their understanding of
course material \cite{angelo93}. We developed and
categorized over 60 specific CATs to facilitate
discussion and learning in a CS 1 course. The Classroom
Assessment Tools described in this paper highlight
concepts from recorded lectures that are used in CS 1
distance courses employing the Tutored Video
Instruction (TVI) model. We present a qualitative
evaluation of Classroom Assessment Tools as discussion
frameworks in a TVI course offering. Evidence from site
observations, interviews with the instructor and
students, and survey responses from the instructor and
students indicate that the CATs created classroom
interaction, improved students' attitudes in the
course, and provided assessment opportunities for the
instructor.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Zupancic:2002:LRU,
author = "Bernd Zupancic and Holger Horz",
title = "Lecture recording and its use in a traditional
university course",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "24--28",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544424",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Recording a lecture in front of a live audience and
providing the recorded audio and video stream together
with slides over the web is becoming more and more
popular. The Authoring on the Fly system (AOF), which
has been used in many different courses over the past
years, allows us to automatically produce a multimedia
document with an HTML overview. In this paper we
describe an empirical study of the students' behavior
using the AOF recordings for time independent learning
in a traditional computer science course. We focus on
the questions of how and why students use this tool and
if any changes occurred in their learning behavior. For
example, did the students work solely at home more
often if they used AOF recordings? We explore students'
behavior by log file analysis and the results of a
detailed questionnaire. As the results show, it is
possible to identify different types of user. We
conclude that in this scenario lecture recording is
also a very good supplement to, but should not replace,
the live presentation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Richards:2002:INCa,
author = "Brad Richards and Nate Waisbrot",
title = "Illustrating networking concepts with wireless
handheld devices",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "29--33",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544425",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We are developing innovative new laboratory materials
that give students a hands-on introduction to both
traditional and wireless networking concepts. Our labs
are designed around the Cybiko, a powerful
multi-functional wireless handheld computer that sells
for less than \$50. The materials can be used to
augment existing networking courses or as the core of a
new upper-level course. This paper describes the labs
completed to date, our plans for the future, and
presents the results of a comparative study using the
labs to demonstrate routing algorithms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martinez-Unanue:2002:EBP,
author = "R. Mart{\'\i}nez-Unanue and M. Paredes-Velasco and C.
Pareja-Flores and J. Urquiza-Fuentes and J. {\'A}.
Vel{\'a}zquez-Iturbide",
title = "Electronic books for programming education: a review
and future prospects",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "34--38",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544426",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Programming is a suitable field to design electronic
books with a laboratory component, where the
programming task is exercised in the theoretical
context provided by the book. The goal of the paper is
to make a review of current electronic books for
programming education and identify future lines of
research. First, we review a number of software tools
and electronic books for programming education in order
to give a broad vision of technological opportunities
in programming education. Later, a comparative analysis
of such electronic books is made. Finally, based on
this overview and analysis, we identify aspects that
either are currently poorly supported or are a subject
of active research, thus constituting potential areas
for future improvement.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parkinson:2002:DCS,
author = "Adrian Parkinson and James A. Redmond",
title = "Do cognitive styles affect learning performance in
different computer media?",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "39--43",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544427",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The impact of three treatments Text, CD-ROM, Internet
site and student Cognitive Styles on learning
performance was investigated. Prior to the commencement
of the course the students completed the following
psychometric tests: the Group Embedded Figures Test
(GEFT) [1], Kirton's Adaptive-Innovator Inventory (KAI)
[2] and Cognitive Styles Analysis (CSA) [3]. The
subject matter was an Introductory Course in Artificial
Intelligence. Forty-seven final year Information System
students participated, randomly assigned within sexes
to one of the three treatments. Upon completion of six
one-hour sessions they were given a sixty-minute
examination to assess overall learning. It was found
that only Field Dependence-Field Independence
interacted with overall learning performance at a
statistically significant level (p 0.001) irrespective
of treatment. When the three treatments were
investigated separately the results suggest that
Verbalisers performed better than Imagers in the
Internet treatment, while the Analytics performed
better than the Wholists in the CD-ROM treatment. The
results of the study are discussed in terms of
individual differences (Cognitive Styles) together with
implications for Web site design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dale:2002:DBA,
author = "Nell Dale and Judith Bishop and David J. Barnes and
Christoph Kessler",
title = "A dialog between authors and teachers",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "44--45",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544429",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The goal of this panel is to examine the following
questions with the audience: What do you as adopters
want from us as authors? Is there a need to rethink the
length of modern textbooks? Is there a consensus among
adopters? We are a panel of textbook authors from three
corners of the universe (actually three continents):
South Africa, the United States of America, Sweden, and
England. We each have questions for you, our adopters
(customers) from all points of the globe.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Higgins:2002:MSC,
author = "Colin Higgins and Pavlos Symeonidis and Athanasios
Tsintsifas",
title = "The marking system for {CourseMaster}",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "46--50",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544431",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "CourseMaster (CM) is a Computer Based Assessment (CBA)
system. This paper describes the motivation and aims
for developing CM's Marking System. It also explains
the architectural forces and design decisions that have
been established in order to engineer the Marking
System. The Marking System adheres to the rigid
specifications of the initial CM's design, which are:
reliability, coherency, security, feedback richness,
extensibility and customisability. The above notions
and the features that CM's Marking System provides are
examined in detail. Concrete implementation issues are
also discussed with conclusions on usability and
extensibility observations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{English:2002:ECA,
author = "John English",
title = "Experience with a computer-assisted formal programming
examination",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "51--54",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544432",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a web-based system for the online
delivery of formal examinations and their automated
marking. This system was first used in June 2001 in an
end-of-year exam for a first year undergraduate
programming course. The outcome of this experiment is
also described.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Malmi:2002:EAA,
author = "Lauri Malmi and Ari Korhonen and Riku Saikkonen",
title = "Experiences in automatic assessment on mass courses
and issues for designing virtual courses",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "55--59",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544433",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we present some experiences on using
automatic assessment in large scale courses of
introductory programming, data structures, and
algorithms over a period of 10 years. Automatic
assessment provides an effective method for giving
immediate 24/7 feedback service for students of mass
courses. A very important factor in the promoting of
learning is the possibility to resubmit answers after
receiving the feedback. However, our experience shows
that the resubmission option is not the only key
motivation factor. More important factors include the
challenge of exercises and the grading scale or the
course assignments. A successful combination of all of
these can produce good learning results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pardo:2002:MAP,
author = "Abelardo Pardo",
title = "A multi-agent platform for automatic assignment
management",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "60--64",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544434",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Automatic assessment has become an important technique
to reduce the grading load on teaching staff while
providing an exhaustive evaluation environment for
students. Several systems have evolved over the years
providing sophisticated evaluation capabilities.
However, fully automated assessment covers only a
portion of the overall evaluation requirements in a
typical Computer Science course. In this paper we
present a tool for automatic assignment management that
aims at satisfying several objectives. First, to
support the large variety of assignment types and
grading policies under the same paradigm by means of a
generic architecture. Second, to provide a multi-agent,
scalable platform to cope with large enrollment
classes. And third, to provide full connectivity with
other administrative tools already present in
educational institutions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Proulx:2002:OBG,
author = "Viera K. Proulx and Jeff Raab and Richard Rasala",
title = "Objects from the beginning --- with {GUIs}",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "65--69",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544436",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe a way to introduce objects at the
beginning of the first CS course through the use of
objects that have significant nontrivial behavior and
interactions with other objects. We will describe four
introductory laboratory projects and an outline for
introductory lectures on object oriented programming
that illustrate the need for private member data,
constructors and accessor member functions, and prepare
students for writing object oriented programs in Java
with graphical user interfaces.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Alphonce:2002:OOC,
author = "Carl Alphonce and Phil Ventura",
title = "Object orientation in {CS1}-{CS2} by design",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "70--74",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544437",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper argues for a design driven approach to an
object-oriented CS1-CS2 sequence in which
object-orientation is thematic. Our approach integrates
several components: (i) a strong object-oriented
approach, (ii) design using UML, (iii) design patterns
to manage complexity, and (iv) complex examples and
projects to motivate the use of object-orientation and
to motivate students by solving non-trivial problems.
While this is a ``programming-first'' approach to
CS1-CS2, it addresses several disadvantages of
programming-first approaches noted in CC2001 [7]. The
approach focuses on design rather than syntax, so
students do not lose sight of the forest for the trees.
We use (relatively speaking) large and complex
examples, especially in the CS2 course, which allows us
to address in a meaningful way issues of programming in
the large. Because the approach is design driven and
heavily object oriented, the course is not biased
against novices in favor of students with prior
programming experience, since CS1 students with prior
programming experience typically have no design
experience and only procedural programming
experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Christensen:2002:FCD,
author = "Henrik B{\ae}rbak Christensen and Michael E.
Caspersen",
title = "Frameworks in {CS1}: a different way of introducing
event-driven programming",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "75--79",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544438",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we argue that introducing
object-oriented frameworks as subject already in the
CS1 curriculum is important if we are to train the
programmers of tomorrow to become just as much software
reusers as software producers. We present a simple,
graphical, framework that we have successfully used to
introduce the principles of object-oriented frameworks
to students at the introductory programming level. Our
framework, while simple, introduces central
abstractions such as inversion of control, event-driven
programming, and variability points/hot-spots. This has
provided a good starting point for introducing
graphical user interface frameworks such as Java Swing
and AWT as the students are not overwhelmed by all the
details of such frameworks right away but given a
conceptual road-map and practical experience that allow
them to cope with the complexity.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hamer:2002:HR,
author = "John Hamer",
title = "Hashing revisited",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "80--83",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544440",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Hashing is a singularly important technique for
building efficient data structures. Unfortunately, the
topic has been poorly understood historically, and
recent developments in the practice of hashing have not
yet found their way into textbooks. This paper revisits
the theory and practice of hashing in a modern light,
relates our teaching experiences, and presents some
suggestions for student exercises.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Haberman:2002:CBC,
author = "Bruria Haberman and Haim Averbuch",
title = "The case of base cases: why are they so difficult to
recognize? student difficulties with recursion",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "84--88",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544441",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Recursion is a central concept in computer science,
yet it is a very difficult concept for beginners to
learn. In this paper we focus on a specific aspect of
comprehending recursion --- the conception of the base
case as an integral component of a recursive algorithm.
We found that students have difficulties in identifying
base cases: they handle redundant base cases; ignore
boundary values and degenerated cases; avoid
out-of-range values; and may even not define any base
cases when formulating recursive algorithms. We also
found that students have difficulties in evaluating
recursive algorithms that deal with imperceptible base
cases. We suggest that teachers should make a special
effort to discuss different aspects of the base case
concept. Emphasis should be put on both declarative and
procedural aspects of categorizing and handling base
cases as part of recursion formulation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Levy:2002:STP,
author = "Dalit Levy and Tami Lapidot",
title = "Shared terminology, private syntax: the case of
recursive descriptions",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "89--93",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544442",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper reports a study in which 11th grade
students were observed, while engaged in several
learning activities that address general aspects of
recursion. One of these learning activities focused on
the creation of recursive descriptions using natural
language. The class discourse was recorded and
analyzed, in order to locate patterns of students'
expressions and ways of thinking. The present finding
is two-fold. On the one hand, a class genre was created
and used to refer to recursive phenomena and to
describe them verbally. On the other hand, although
they used a shared set of some agreed-upon terms, the
students tended to individually construct their unique
recursive descriptions. These individual methods of
assembly are labeled hereafter as ``private syntax''.
It is concluded that learners' and educators' awareness
of both the ``building blocks'' of any recursive
description and the several possibilities for
assembling these blocks, might help in the process of
understanding recursion in general and in further
construction of recursive functions in particular.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ben-Ari:2002:WT,
author = "Mordechai (Moti) Ben-Ari and Henry M. Walker and
Gaynor Redvers-Mutton and Keith Mansfield",
title = "Writing a textbook",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "94--95",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544444",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2002:TPR,
author = "Guido R{\"o}{\ss}ling and Thomas L. Naps",
title = "A testbed for pedagogical requirements in algorithm
visualizations",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "96--100",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544446",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Although algorithm visualizations have become
numerous, they still have not been successfully adapted
into mainstream computer science education. Algorithm
visualization systems need to better address
pedagogical requirements for effective educational use.
We discuss the relevance of several such requirements
that are not supported in most systems. The combination
of two existing algorithm visualization systems
implements these requirements and thereby provides a
rich testbed for future studies of effectiveness.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yehezkel:2002:TCA,
author = "Cecile Yehezkel",
title = "A taxonomy of computer architecture visualizations",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "101--105",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544447",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In the domain of software visualizations, taxonomies
have been built to classify and evaluate environments
for algorithm and program visualization. Taxonomies are
valuable too, in the development phase of new
environment. The field of computer architecture and
assembly language that is at the border of the software
and hardware domains has been neglected. In this paper
I present a taxonomy focusing on this field with
emphasis on the didactic and cognitive aspect of the
visualization environment. The ECPU learning
environment was developed to teach computer
architecture and assembly language at introductory
level. The considerations that were taken in account
during the ECPU development are presented in the
context of the taxonomy.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carr:2002:CVT,
author = "Steve Carr and Ping Chen and Timothy R. Jozwowski and
Jean Mayo and Ching-Kuang Shene",
title = "Channels, visualization, and topology editor",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "106--110",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544448",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents our effort in designing
pedagogical tools for teaching message passing using
channels. These tools include a class library that
supports channels, a visualization system that helps
students see the execution behavior of threads and
message passing, and a topology editor that provides an
environment for students to design network topologies.
Moreover, since we have made sure the uniformity of the
channel definition across the thread, parallel and
distributed environments, porting a threaded program to
a parallel/distributed environment is easy.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Schreiner:2002:JTT,
author = "Wolfgang Schreiner",
title = "A {Java} Toolkit for Teaching Distributed Algorithms",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "111--115",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544449",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib",
abstract = "We present a toolkit for developing and visualizing
distributed algorithms in Java. This toolkit consists
of a Java class library with a simple programming
interface that allows to develop distributed algorithms
in a message passing model. The resulting programs may
be executed in standalone mode using a Java interpreter
or embedded as applets into HTML documents and executed
by a Web browser. The toolkit has been applied in
various university courses and is freely available.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rapanotti:2002:EVG,
author = "Lucia Rapanotti and Canan Tosunoglu Blake and Robert
Griffiths",
title = "{eTutorials} with voice groupware: real-time
conferencing to support computing students at a
distance",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "116--120",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544451",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper reports on an investigation into the use of
real-time voice groupware to support students on a
computing course offered by the Open University, UK.
The main objective of the investigation was to assess
the feasibility and pedagogical advantage of deploying
synchronous conferencing technology on a large
population computing course to complement existing
face-to-face and asynchronous online support for its
students. In this paper we report on the findings from
such an investigation, and draw a number of conclusions
and recommendations covering feasibility, scalability
and best practice in the use of voice groupware for
eLearning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Korhonen:2002:DIM,
author = "Ari Korhonen and Lauri Malmi and Pertti Myllyselk{\"a}
and Patrik Scheinin",
title = "Does it make a difference if students exercise on the
{Web} or in the classroom?",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "121--124",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544452",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Several Web-based learning environments which can
automatically give immediate feedback to the students
have been reported within the past few years. The
quality of feedback can be relatively high in these
systems, but it does not achieve the level a trained
teacher can provide. However, the lack of the best
possible feedback can be compensated for, to some
extent, by providing immediate and individualised
feedback at any place or time. The question is whether
the systems providing automatic feedback are good
enough to compete with humans. This paper reports on a
randomised large scale intervention study. We found
that there was no significant difference in the final
examination results between students doing instructed
simulation exercises in a classroom session and
students using a web-based learning environment, if the
exercises were the same. However, with more challenging
exercises, there was a significant difference in the
examination results, while the drop out rate was
higher. Thus, the chosen teaching method and medium did
not effect the level of learning, but the quality of
the exercises did.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chalk:2002:EUV,
author = "Peter D. Chalk",
title = "Evaluating the use of a virtual learning environment
for teaching aspects of {HCI}",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "125--129",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544453",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe the results of evaluating a
taught module in Human-Computer Interaction (HCI). The
focus of this paper is on the use of a virtual learning
environment (VLE) --- in the case WebCT --- as a
vehicle for both the taught content and assessment and
for demonstrating important aspects of HCI. Evidence of
student learning is presented and evaluated, including
examples of work submitted through the VL, and the
results of an evaluation questionnaire.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Meisalo:2002:FES,
author = "Veijo Meisalo and Jarkko Suhonen and Sirpa Torvinen
and Erkki Sutinen",
title = "Formative evaluation scheme for a {Web}-based course
design",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "130--134",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544454",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In Fall 2000, University of Joensuu offered for the
first time a Web-based university level Computer
Science course to high school students in the
surrounding rural region of North Karelia. To improve
the course design, a formative evaluation scheme was
developed for monitoring learning outcomes and
identifying existing problems, pedagogical as well as
technical. An analysis of the feedback given by those
who dropped out of the pilot program offered important
insights to the difficulties encountered by the
students especially during the programming course. The
main reasons for quitting were the problems to
synchronize high school and university studies, given
tight time constraints. Use of arrays and designing
methods proved to be among the most difficult topics of
programming. Based on the analyzed feedback, the
curriculum has been modified to fit better to students'
potential.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gries:2002:PCE,
author = "David Gries",
title = "Problems with {CS} education",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "135--135",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544416",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Last:2002:LSC,
author = "Mary Z. Last and Mats Daniels and Martha L. Hause and
Mark R. Woodroffe",
title = "Learning from students: continuous improvement in
international collaboration",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "136--140",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544456",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Just a few years ago, incorporating team projects in a
course meant that all students had to be collocated,
able to meet face-to-face. Now, distributed teams use
the Internet and other technologies to work across time
and distance. Instructors who include distributed team
projects in their courses add the dimensions of
collaborative technologies, language, and culture to
the technical problem-solving and team-building
aspects. Continuous improvement in course structure and
content are necessary to meet the changing needs of
students as well as the changes in technology. This
paper traces the evolution of a distributed project
course offered since 1998. Each time the course has
been run, students, faculty, and researchers have
learned important lessons, which have been used to
improve successive course offerings.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ratte:2002:UWC,
author = "Sylvie Ratt{\'e} and Jocelyne Caron",
title = "On using the {Web} as a collaboration space in the
context of an industrial simulation",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "141--145",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544457",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present a teaching method aimed at developing
higher programming skills from description to
production. The model is derived from problem-based
learning approaches. It is supported by an
``incremental'' web site that gradually introduces
theoretical presentations, examples, programs and
information regarding the problem. The web site is also
used as a collaboration space where students can find
partial solutions proposed by other teams as well as
``requests'' submitted by a fictitious client. At the
end of the project, each product is published and the
best teams are awarded a virtual medal. We had four
objectives. The first was to get students to share
their expertise and learn to work in teams; second, to
teach students the importance of doing a conceptual
analysis rather than jumping into programming; third,
to introduce theoretical notions, exercises, and
examples in class when the students asked for them; and
finally, to get students to formulate and describe
problems by themselves. Students had to produce a
large-scale project that consisted of simulating a
factory. The project can be understood at two levels:
the first is the problem of developing a discrete
simulation of a factory; the second is the creation of
the program itself which simulates the industrial
context by requiring constant adjustment to new
instructions and data. Although this approach requires
a lot of effort and coordination on the part of the
instructor, the benefits are definitely worthwhile. The
model provides students with a broad, in-depth and
rewarding learning experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hansen:2002:TSC,
author = "Klaus Marius Hansen and Anne Vinter Ratzer",
title = "Tool support for collaborative teaching and learning
of object-oriented modeling",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "146--150",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544458",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Modeling is central to doing and learning
object-oriented development. We present a new tool,
Ideogramic UML, for gesture-based collaborative
modeling with the Unified Modeling Language (UML),
which can be used to collaboratively teach and learn
modeling. Furthermore, we discuss how we have
effectively used Ideogramic UML to teach
object-oriented modeling and the UML to groups of
students using the UML for project assignments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Greening:2002:URE,
author = "Tony Greening and Judy Kay",
title = "Undergraduate research experience in computer science
education",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "151--155",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544459",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer Science Education is gradually emerging as a
valid research focus within the wider computer science
community. This paper presents an account of a
successful subject that offers senior undergraduates
experience of research using Computer Science Education
as the focus. The paper is not itself a research paper,
but advocates a role for CS Ed as an undergraduate
research focus and offers a case study of a successful
implementation of such a programme.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hazzan:2002:RAL,
author = "Orit Hazzan",
title = "Reducing abstraction level when learning computability
theory concepts",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "156--160",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544461",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The paper illustrates how theories from mathematics
education can be applied for explaining student
conception of computing science ideas. It does this by
demonstrating how the theme of reducing abstraction [5]
can be used for analyzing students' mental processes
when the students are in the process of solving
problems in Computability Theory. The topic of
Computability Theory in presented here as an example
for demonstrating how research in Computing Science
education can use learning theories, ``borrowed'' from
mathematics education research, for explaining learning
processes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fabrega:2002:VNL,
author = "Llu{\'\i}s F{\`a}brega and Jordi Massaguer and Teodor
Jov{\'e} and David M{\'e}rida",
title = "A virtual network laboratory for learning {IP}
networking",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "161--164",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544462",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, a network laboratory for distance
learning of basic concepts in IP networking is
presented. Through a web interface, students can choose
various configurations of a real private network
(number of routers and subnetworks, use of IPv4/IPv6,
etc.), and learn about them using Linux network
commands. The utilization of the virtual laboratory and
how it is implemented are described.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barros:2002:SPU,
author = "Jo{\~a}o Paulo Barros",
title = "Specific proposals for the use of {Petri} nets in a
concurrent programming course",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "165--167",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544463",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Concurrency is a difficult subject to teach and learn.
This paper presents a set of recipes for the use of
Petri nets as a teaching aid of some fundamental
concurrency concepts, in the context of an introductory
concurrent programming course. Classroom experience
clearly demonstrates this usage of Petri nets improves
students understanding of concurrency concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shah:2002:TSP,
author = "Harsh Shah and Amruth N. Kumar",
title = "A tutoring system for parameter passing in programming
languages",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "170--174",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544464",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We have developed a tutoring system for the parameter
passing mechanisms discussed in a typical Comparative
Programming Languages course, viz., value, result,
value-result, reference and name. The tutor helps
students better understand these parameter passing
mechanisms by administering problems for them to solve
and providing instant feedback on their solution. In
this paper, we will describe the design and features of
the tutor. We will also discuss a test that we
conducted to evaluate the effectiveness of using the
tutor, and present its results. The test confirmed our
hypothesis that using the tutor would result in a
systematic improvement in the learning of our students.
This tutor may be used in the Comparative Programming
Languages course as well as Computer Science I.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2002:SCR,
author = "Lillian (Boots) Cassel and Deepak Kumar",
title = "A state of the course report: computer organization \&
architecture",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "175--177",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544466",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present a ``state of the course'' report on a core
computer science topic: Computer Organization \&
Architecture. Our report is based on a survey of over
80 faculty, at colleges and universities around the
world, who teach this topic. Based on the responses in
the survey, we present our conclusions on the
confidence levels of faculty in teaching various core
components of the topic. We will present our results in
the context of the identified core body of knowledge as
defined in the Curriculum 2001. These conclusions can
be of help to experts who are willing to provide
training and/or pedagogical materials in order to
assist those with low confidence levels.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2002:VRR,
author = "Henry M. Walker and Weichao Ma and Dorene Mboya",
title = "Variability of referees' ratings of conference
papers",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "178--182",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544467",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The authors developed an on-line system to automate
the paper submission and reviewing process for SIGCSE
2000. This system provided a mechanism for a
statistical study of the ratings of papers by different
referees. To compile sufficient sample data, 10 papers
were sent to about 100 referees each, in addition to
the normal reviewing of the 220 submitted papers. This
paper reports the results of this work, based on 1917
reviews completed by 482 referees. The data support
correlations of a paper's overall rating with internal
factors (technical content, writing quality,
originality, significance) and external factors
(referee gender, nationality, familiarity with topic,
etc.). The study also shows the effect of group reviews
(similar to NSF panels), and the divergence of opinions
between authors and referees concerning a paper's
subject.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sheard:2002:CPP,
author = "Judy Sheard and Martin Dick and Selby Markham and Ian
Macdonald and Meaghan Walsh",
title = "Cheating and plagiarism: perceptions and practices of
first year {IT} students",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "183--187",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544468",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A study of cheating and plagiarism using a scenario
based format, has provided an insight into attitudes
towards questionable work practices of first year
information technology students' within the School of
Computer Science and Software Engineering of Monash
University, and the School of Information Technology of
Swinburne University. Students at both institutions
showed similar responses to a range of cheating
behaviours, in line with other literature. Plagiarism
and cheating are widely tolerated and commonly
practised, at least on the lower end of the spectrum of
seriousness. However there were some areas of
significant difference between the two student samples
that warrant further research to develop strategic
approaches for limiting cheating practices.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carter:2002:GDP,
author = "Janet Carter and Tony Jenkins",
title = "Gender differences in programming?",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "188--192",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544469",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents the findings of an interactive
poster of the same name that was displayed at two
Computer Science Education conferences during the
summer of 2001. Delegates were presented with fragments
of code written by first year Computer Science
undergraduates and were asked to determine whether the
code authors were male or female. The findings suggest
that not only is it not possible to determine the
gender of the author, but that the gender stereotyped
'clues' relied upon as a basis for the determination
are unreliable predictors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Almstrum:2002:IEC,
author = "Vicki L. Almstrum and David Ginat and Orit Hazzan and
Tom Morley",
title = "Import and export to\slash from computing science
education: the case of mathematics education research",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "193--194",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544471",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This panel will look at how research theories
developed in the context of mathematics education can
be applied to computing science education as well as
ways in which computing science theories may be used in
mathematics education research. Computing science
education is a young discipline still in search of its
research framework [6]. A practical approach to
formulating such a framework is to adapt useful
approaches found in the research from other
disciplines, both educational and related areas. At the
same time, a young discipline may also offer innovative
new approaches to the older discipline. The mathematics
education discipline is relatively mature, with its
roots extending from the close of the 19th century. For
about the past 50 years, mathematics educators have
been studying learning theories, teaching approaches,
and other cognitive and social issues with respect to
K-12 and higher education. We have found that many of
these theories are useful for gaining insights into how
students learn and understand computing science topics,
as well as for improving how we teach these topics. For
example, the constructivist perspective, which examines
students' mental construction of knowledge [7], has had
a tremendous impact on the teaching of mathematics.
This paradigm, with its roots in Piaget's work, has
started to exert a similar influence within computing
science education, as evidenced by a recent article by
Ben-Ari [4] and a subsequent special issue of Computer
Science Education [10] that includes six articles about
constructivism in various areas of computing. Another
branch of mathematics education research theory focuses
on student conceptions of specific mathematical
concepts. For example, student understanding of the
concept of function has been researched extensively in
the mathematics education context [8]. This cumulative
body of knowledge provides a basis for analyzing
students' conceptions in many areas of a computing
science program, including functional programming,
object-oriented programming, and graph algorithms. The
panelists will examine possibilities and pitfalls in
some import and export attempts between mathematics
education research and CS education research.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bergin:2002:TWW,
author = "Joseph Bergin",
title = "Teaching on the {Wiki Web}",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "195--195",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544473",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A wiki is a completely interactive web site. Any page
can be edited by any visitor. It is driven by a
specialized web server or set of cgi scripts generating
dynamic pages from the results of visitor edits. A
visitor edits a page by grabbing the current content of
a page in an ordinary web form and editing it
arbitrarily and then saving it back. Users can also
create new pages. Generally the name of a page is the
name of a topic. Most wikis are text only. The syntax
of a wiki is simpler than HTML, but HTML is recognized
by some wikis. Some wikis are very easy to administer.
There is no history or automatic backup, however. A
wiki is totally ``live.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2002:VAL,
author = "Lillian N. Cassel",
title = "Very active learning of network routing",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "195--195",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544474",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Active learning promises students will really own what
they have learned because they have done something
rather than only read or listen. The following
classroom exercise has been used at both the
undergraduate and graduate level Computer Networks
courses. There has been no formal study of its
effectiveness, but an informal result is telling: Two
routing algorithms presented in class. On an exam,
students are asked to choose one of them and describe
it. In several years of using this classroom exercise,
nearly all the students chose the method we did with
this exercise and they all explained the algorithm
correctly.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2002:DTA,
author = "Tony Clear",
title = "A diagnostic technique for addressing group
performance in capstone projects",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "196--196",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544475",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "``Students' awareness of their own group processes can
be poor (or Absent)'' [1]. Yet professional software
development situates much work within groups, and
capstone courses are often designed to develop
capabilities, such as effective teamwork. Supervising
group processes can be challenging, and encouraging
students to reflect upon group functioning can be a
delicate exercise. A technique is outlined below, for
group performance review and diagnosis of issues
preventing teams functioning effectively.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fone:2002:IFM,
author = "William Fone",
title = "Improving feedback from multiple choice tests",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "196--196",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544476",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Providing individual feedback to large groups of
students can be difficult. By asking students to record
their confidence in multiple choice test answers the
quality of feedback can be improved. In a ``multiple
choice question'' (MCQ) test the student is asked to
make a selection of one or more correct alternatives
from a given list in response to a ``question
stem''.Students rely heavily upon the teacher to
provide academic guidance. To provide individualised
guidance to student when group sizes are large can be
difficult. Feedback can be used to inspire a student
but it may also demoralise. De-motivation may occur if
the student does not understand the feedback or can not
use it to determine the correct remedial action to
improve. To provide advice that a student can use
effectively will normally require the advice to be
personalised. [1].The methods used to reduce the
distortion that could be caused by guessing include
negative marking and value choice [2]. In both these
situations the student may pay a penalty for attempting
a question where there is an element of uncertainty. A
student with doubts may avoid answering some questions
if negative marking is being used. This limits the
amount of useful information a grader can obtain from
looking at an answer sheet.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gibson:2002:SRB,
author = "Robyn Gibson",
title = "The student record book: showing the value of
documentation",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "197--197",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544477",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Students in an introductory programming subject are
encouraged to keep a record book of their activities.
By the end of semester many have come to realise,
almost to their surprise, that documentation is useful.
The encouragement includes the use of ``carrots'' and
``sticks''.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hamer:2002:MAT,
author = "John Hamer",
title = "A musical approach to teaching design patterns",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "197--197",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544478",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In case you missed the signs, design patterns [2] have
suddenly become a core programming topic. The Computing
Curricula 2001 [1] includes the topic as a major part
of SE1 ``software design,'' and in a recent survey [4]
software practitioners ranked ``software design and
patterns'' as one of the areas of knowledge they
consider most important to their work. Teaching design
patterns, however, is not so easy. Patterns need to be
studied in the context of a software design project; to
do otherwise renders the topic asomatous. We have met
with some success in using ``musical composition'' to
teach a number of standard design patterns, including
Composite, Decorator, Visitor, and Factory. The idea of
musical composition comes from Paul Hudak's Haskore
system [3].The project centers on the design of a
``musical object,'' by which we mean either a note
(with a pitch and duration), a rest (having just a
duration), or a combination of musical objects. The
combinations can be contemporaneous (as for a chord),
or sequential (like a scale). The two primitive music
types together with the combinators come together using
the Composite inheritance pattern. Decorators can then
be added to describe tempo changes (the scaling of the
duration of all parts of a musical object), pitch
transpositions, and to assign different instruments to
parts of a composition. With the descriptive part of
the system so formed, a Visitor can be used to traverse
the musical tree and generate a linear sequence of
``musical events,'' which can then be written as type 1
MIDI files for playback on most standard PC equipment.
As well as learning about design patterns, students are
given the opportunity to try their hand at
transcription or composition. Some examples of their
work can be found at
http://www.cs.auckland.ac.nz/courses/ compsci360fc/
archive/1999/Ass2/PickOfTheBest/.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lapidot:2002:SAP,
author = "Tami Lapidot",
title = "Self-assessment as a powerful learning experience",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "198--198",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544479",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Every teacher would like to have students that are
motivated towards autonomous learning with
self-enthusiasm. This Tip presentation will offer one
method for achieving such a goal. For three
consequential years (1998-2000) I was teaching a
``computing literacy teaching methods'' course for CSE
students in the Technion. The focus of the course was
on computing teaching methods and learning processes. A
major part of the course was devoted to a project the
students had to develop. They had to collect data,
analyze it, organize and represent it to their
colleagues. They had to work in small teams and could
choose their own topic as long as they were using
different computing tools such as Internet, email,
spreadsheet, and others. The projects ranged topics
such as: Wine, women in Islam, Michelangelo, UFO,
wedding traditions, Greek mythology, and Marathon
history.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Laxer:2002:EST,
author = "Cary Laxer",
title = "Evaluating student team project experiences",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "198--198",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544480",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The first two courses in the computer science major at
Rose-Hulman (Algorithm \& Program Design and Data
Structures) each have a five-week team-programming
project as a component of the course. At the end of the
projects, in addition to their program code, each team
has to submit a user's manual and a technical manual
for their product, and give a 15-20 minute oral
presentation. The students are also required to
evaluate the project experience on an individual basis.
To facilitate the project evaluation, I designed three
forms. One form is given to each team leader to
complete, one form is given to the other team members,
and the third form is used by me to evaluate (i.e.,
grade) the project. The general team member evaluation
form asks the student if, in the student's opinion,
everyone contributed his or her fair share to the
project, how they viewed their time commitment to the
project, what the strengths and weaknesses of their
team leader were, to summarize the team dynamics on the
project, and to comment on how worthwhile the project
was. The evaluation form the team leaders complete asks
them about the contributions of their team members;
recommendations for ``pay raises,'' ``promotions,'' and
``dismissals;'' team dynamics; their strengths and
weaknesses as team leaders; and how worthwhile the
project was. The form I use to evaluate the projects
has areas for me to comment on their oral presentation,
the software quality, the program design, and the
documentation, as well as provide a numeric grade in
each area.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fincher:2002:PPT,
author = "Sally Fincher and Ian Utting",
title = "Pedagogical patterns: their place in the genre",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "199--202",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544482",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes some constituents of patterns and
pattern languages and examines the Pedagogical Patterns
endeavour against them. Some observations are made with
regard to how pattern languages are developed and some
suggestions as to how these might be applied to
pedagogical patterns are made.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lee:2002:EAC,
author = "J. A. N. Lee",
title = "The emporium approach to computer science education",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "203--207",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544483",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "As an alternative to laboratories for computer science
programming courses, the Emporium style of learning
environment has advantages for a course concerned with
the foundations and principles of computer science.
Following the lead from courses in freshman
mathematics, this paper describes the active learning
and assessment methodologies incorporated into a
freshman computer science course. The results have been
encouraging, and student acceptance of an alternative
approach to learning is improving.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walters:2002:ILD,
author = "Deborah Walters and Carl Alphonce and Barbara Sherman
and Debra Burhans and Helene Kershner",
title = "Increasing learning and decreasing costs in a computer
fluency course",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "208--212",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544484",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents the results of a redesign of a
large enrollment computer fluency course for non
computer science majors. The goals of the redesign were
to increase learning and to decrease costs using
technology. The paper discusses the motivations and the
components of the course redesign. The results show
that costs did decrease and that learning did increase
in the redesigned course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carbone:2002:SBT,
author = "Angela Carbone and Judy Sheard",
title = "A studio-based teaching and learning model in {IT}:
what do first year students think?",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "213--217",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544485",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The change to a studio based teaching model in one
core subject of a traditionally delivered IT degree has
necessitated a complete redesign of the teaching space
and a restructure of the teaching and learning
approach. This paper reports on first year students'
reactions to the new learning space, the IT tools and
infrastructure, the change in teaching philosophy and a
new method of assessment. A survey was used determine
how the students used the new environment and their
perceptions of its value to their learning compared to
the traditional lecture-tutorial style approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nygaard:2002:CCO,
author = "Kristen Nygaard",
title = "{COOL} (comprehensive object-oriented learning)",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "218--218",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544417",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The COOL Project (Comprehensive Object-Oriented
Learning) is a 3-year research project proposal
launched by a consortium of four Norwegian research
institutions, supported by research institutions in
Aarhus in Denmark, and co-operating with test sites
around the world. COOL will contribute to a unifying
process- and object-oriented platform for informatics,
and produce a ``Learning Landscape'' of pedagogical and
organizational components to be used in a modern and
system-oriented education in informatics and related
fields. It will provide an alternative to the current
pedagogical approach used, commonly regarded as
unsuccessful. COOL will co-operate with research
institutions in Denmark and with a number of test sites
(universities and colleges) around the world,
representing a number of language/cultural worlds
(Spanish/South American, English/North American,
Scandinavian, and perhaps others). COOL will produce an
introductory course, supported by a textbook and DVD
records containing integrated multimedia material. The
COOL Learning Landscape shall allow for alternative
courses, adapted to local cultures and conditions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Young:2002:ISE,
author = "Alison Young and Samuel Mann",
title = "Innovation in software engineering education",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "219--219",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544487",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster describes a study that brings together two
areas of research into improving education practice in
the field of software engineering. In a deliberate
attempt to emulate real world software development,
software engineering students project groups were
required to swap projects without warning, mid way
through their development cycle. This is numerically
and quantitatively assessed against Robinson's [1]
attitudes and practices of empowering education.
Implications of further work and possible
collaborations or joint projects are considered along
with the theoretical context of the study. The lessons
learned from this research may apply to a wider sphere,
particularly in software engineering areas where
efforts are made to prepare students for careers in
changing and difficult environments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Joyce:2002:GWP,
author = "Donald Joyce",
title = "Group work at postgraduate level: some issues",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "220--220",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544488",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper reviews the experience with group
assignments during the first five semesters that
UNITEC's Master of Computing programme has been
offered. Strategies for forming and managing groups are
outlined, as well as different approaches to awarding
grades to the individual members of the groups.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Impagliazzo:2002:IHS,
author = "John Impagliazzo",
title = "Integrating the history of systems software in the
computing curriculum",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "221--221",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544489",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The study of the history of computing system software
has begun to receive some attention lately. Areas
involving operating systems and programming languages
have recently attained greater scholarly awareness and
have developed into new areas of research. The scope of
system software is rather broad and can lead to
detailed studies in very specialized areas. The
separation between system software and application
software was not precise in the early days of
computing. As educators and scholars, we should be
careful not to examine that early history only through
our current point of view. Time allows us to observe
such events with different perspectives. Successes and
failures in the systems area require balance. Indeed,
it is important to consider failures because they may
have contributed many ideas and concepts to software
development even though companies did not incorporate
them in their final products. The study of early system
software also requires that we look at the practices of
the businesses as well as the technology at that time
and the dynamic forces that determined the outcome of a
product.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2002:ACJ,
author = "Tony Clear and Graeme Foot",
title = "Avatars in Cyberspace --- a {Java $3$D} Application to
Support Formation of Virtual Groups",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "222--222",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544490",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Scott:2002:MMI,
author = "Kirk Scott",
title = "{MISC}: the minimal instruction set computer",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "223--223",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544491",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The minimal instruction set computer (MISC) is a
simulation of a simple hardware machine written in the
Java language. The architecture represented is
register-oriented. MISC has been used by the author in
several classes at the undergraduate level. It is under
further development at the present time.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wyatt:2002:ISI,
author = "Jason N. Wyatt and Martha J. Kosa and Mark A.
Boshart",
title = "Implementing student ideas in {CS2}: a simple {IDE}",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "224--224",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544492",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "It is very hard for faculty members to create
programming assignments that are simultaneously
challenging, accessible, and practical for students
year after year. In some advanced undergraduate
courses, most notably software engineering courses,
students may specify their own programming projects. We
demonstrate here that it is also possible for beginning
undergraduate students to have good ideas for realistic
programming projects, specifically a simple IDE
(Integrated Development Environment) program which lets
the user generate a basic GUI. The program then
produces as output a Java source file, with some
event-handling code, which can reproduce the GUI. Of
course, we can't and don't expect the program to have
all the features of a professional IDE, but it could be
useful for CS1/CS2 students. A freshman CS2 student
conceived and implemented this assignment in the Spring
2001 semester as part of an honors contract. Honors
students elect to do extra work in courses for credit
toward graduation with honors. Such a student designs a
contract, to be approved by the instructor, indicating
the extra work and its effect on the final grade.
Although an honors student developed this project, this
project is suitable in general for CS2 students. We now
describe the features of the project. A settings frame
and a drawing frame appear first. The settings frame
allows the user to name the Java output file. It also
has a Save button, a text field to control the arrow
keys, and checkboxes that allow the user to choose if a
main method will appear in the output file, if the
resulting application frame will be centered on the
screen, and if window listener code will be generated
for the application frame. The right mouse button is
used to add a component. When the mouse is released,
the user chooses the component's type and then the
desired variable name and caption. Components appear as
black unfilled rectangles. The component declarations
(alphabetically by variable name) and skeleton code for
handling button clicks will appear in the output file.
Clicking the left mouse button in a rectangle turns the
rectangle red. The shift key and the left mouse button
move such a component. The arrow keys resize the
component. Component sizes will be preserved in the
output file. The component's properties are updated
with the C key. The delete key removes the component.
We believe that this project is a challenging (but not
impossible) and useful application of CS2 concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Knox:2002:CMR,
author = "Deborah Knox",
title = "{CITIDEL}: making resources available",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "225--225",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544493",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this demonstration, we present the features of the
Computing and Information Technology Interactive
Digital Educational Library project (CITIDEL). CITIDEL
is being developed to bring learning resources related
to computing into one open archive and search center.
We will demonstrate the current status of development
of CITIDEL, both in terms of collections accessible and
of technical developments for data provision and
harvesting. (www.citidel.org
http://www.citidel.org).The CITIDEL development team
includes people from Virginia Tech (the lead
institution), Hofstra University, Penn State
University, The College of New Jersey, and Villanova
University. CITIDEL is part of the Collections Track
activities in the U.S. National STEM (Science,
Technology, Engineering, and Mathematics) education
Digital Library (NSDL, www.nsdl.nsf.gov). Our focus
includes technical development, content collection,
search engine technology, assessment, and community
development. Topics presented include metadata
harvesting of collections, tailored search
capabilities, and a demonstration of the front-end
access to the educational resources related to
computing and information technology. Conference
attendees interested in having their work accessible
through CITIDEL will have the opportunity to talk with
a project representative during the demonstration time.
Avenues of dissemination include the ACM Journal of
Educational Resources in Computing (JERIC) and the
Computer Science Teaching Center (CSTC,
www.cstc.org).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Holdfeldt:2002:EEE,
author = "Peter Holdfeldt and Boris Koldehofe and Carina
Lindskog and Torbj{\"o}rn Olsson and Wanja Petersson
and Jonas Svensson and Linus Valtersson",
title = "{EnViDiA}: an educational environment for
visualization of distributed algorithms in virtual
environments",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "226--226",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544494",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "EnViDiA is an extensible environment that visualizes
the execution of distributed algorithms by using the
visualization enhancements offered by Virtual Reality
technology. It addresses to represent the complex flow
of information tied with the execution of a distributed
algorithm in a way that also novices can easily develop
a first understanding of the algorithm behavior. In
difference to already existing tools it represents the
communication structure in a $3$D-model in which users
are immersed. This way a natural interaction based on
real world behavior is possible. The algorithm must
work correctly using any arbitrary inter`?connection of
processes represented by a communication graph. In
contrast to ordinary $2$D-worlds, complex non-planar
graph models can be nicely represented in $3$D with the
perspective adapting to the movements of the user.
Further, the orientation in the $3$D-world is
facilitated providing spatial sound. It assists the
user becoming aware of the important system events.
Students working within such an environment are more
active since they walk or fly through the distributed
system world in a game like scenario. Unlike the
textbook approach students perceive a whole system
execution instead of a series of snapshots for which
students may experience difficulties in connecting
them. The given experience is intended to help the
students to follow better the formal descriptions and
analysis of such algorithms. Undergraduate students
have developed EnViDiA as part of the LYDIAN [2]
project. The animation framework was designed for the
Chalmers VR-Cube [1], an immersive VR environment and
it is based on the problems the students experienced
themselves when studying distributed algorithms for the
first time. Although EnViDiA is intended to be used in
an immersive VR environment, it is also possible to use
EnViDiA in a simpler version on ordinary desktop
computers supporting $3$D-graphics (c.f. Figure 1). At
its current state EnViDiA supports three distributed
algorithms namely simple broadcast, broadcast with
acknowledgement and resource allocation based on the
algorithm by Ricart and Agrawala. The algorithms are
taught in a basic distributed system course at Chalmers
University of Technology. The development is about to
be continued as part of the LYDIAN [2] project. Besides
adding more algorithms and evaluating the tool at its
current state, the main focus is on providing features
to support multiple user collaboration, which are
tested at the distributed concept of
self-stabilization.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pears:2002:DGV,
author = "Arnold Pears",
title = "Defining a global view of {CS} education research",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "227--227",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544495",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Collberg:2002:GTE,
author = "Christian Collberg and Stephen G. Kobourov and Jessica
Miller and Suzanne Westbrook",
title = "{A$ \lambda $ goVista}: a tool to enhance algorithm
design and understanding",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "228--228",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544496",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A$ \lambda $ goVista is a web-based search engine that
assists programmers to and algorithms and
implementations that solve specific problems. The
search engine is not keyword based but rather requires
users to provide (input = ?output)samples that describe
the behavior of their needed algorithm. A$ \lambda $
goVista is based on a technique known as program
check-ing pioneered in the last decade by Manuel Blum
[1 ]as an alternative to program verification and
testing. Program checking extends programs with
checkers to allow them to verify the correctness of the
results they compute.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shene:2002:TST,
author = "Ching-Kuang Shene",
title = "{ThreadMentor}: a system for teaching multithreaded
programming",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "229--229",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544497",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Plekhanova:2002:LPS,
author = "Valentina Plekhanova and Walter Middleton",
title = "Learning processes in software engineering projects",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "230--230",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544498",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Koppelman:2002:MFW,
author = "Herman Koppelman and Betsy van Dijk",
title = "A model for a flexible, {Web}-based course",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "231--231",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544499",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Skevoulis:2002:IFM,
author = "Sotiris Skevoulis and Maria Falidas",
title = "Integrating formal methods tools into undergraduate
computer science curriculum",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "232--232",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544500",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we describe a recently NSF-funded
project that is based on the power of an innovative
teaching approach, which combines the traditional
teaching models and adds the use of automated software
tools to enhance the student's learning experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kessler:2002:MTC,
author = "Christoph Kessler and Simin Nadjm-Tehrani",
title = "Mid-term course evaluations with muddy cards",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "233--233",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544501",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Teachers:2002:MIN,
author = "Israel National Center for Computer Science Teachers",
title = "``{Machshava}'': the {Israeli National Center for High
School Computer Science Teachers}",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "234--234",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544502",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this poster, we present the Israeli national center
for high school Computer Science teachers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shukla:2002:CTO,
author = "Ranjana Shukla and Donald Joyce",
title = "Conferencing technologies and online courses",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "235--235",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544504",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster evaluates four conferencing technologies
from the perspective of enhancing the delivery of
online courses, in particular by incorporating real
time discussions, presentations or seminars. The
analysis can be used when choosing the most appropriate
technology for a specific context.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sheard:2002:CII,
author = "Judy Sheard and Selby Markham",
title = "Creating an interest in {IT}: a gender study",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "236--236",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544505",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Impagliazzo:2002:IDL,
author = "John Impagliazzo and Lillian (Boots) Cassel and John
A. N. Lee",
title = "{ICT} and digital libraries",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "237--237",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544506",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kasyanov:2002:WBS,
author = "Victor N. Kasyanov and Elena V. Kasianova",
title = "{Web}-based systems for supporting computer-science
teaching and learning",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "238--238",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544507",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The systems PRACTICE and GRAPP being under development
at the A. P. Ershov Institute of Informatics Systems in
Novosibirsk are considered. They are Web-based systems
intended to support computer-science teaching and
learning. In the paper the current versions of systems
being in use by students of Novosibirsk State
University are presented, and our plans are outlined.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Garcia:2002:LHD,
author = "Mario A. Garcia and Holly Patterson Mc-Neill",
title = "Learning how to develop software using the toy {LEGO
Mindstorms}",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "239--239",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544508",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The use of the toy LEGO Mindstorms has been used more
often in Engineering and Computer Sciences courses in
several countries. Undergraduate students at Texas A\&M
University-Corpus Christi implemented seven robotics
applications as the final project for the Software
Analysis and Design course. The students applied the
knowledge acquired in other courses such as Software
Engineering, Databases, and several programming
courses. The students used Microsoft project for the
planning phase and the CASE tool Visible Analyst for
the design phase. At the end of the semester there was
a robot competition. Two projects are described in this
paper.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Richards:2002:INCb,
author = "Brad Richards",
title = "Illustrating networking concepts with wireless
handheld devices",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "240--240",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544509",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Schep:2002:EUR,
author = "Madeleine Schep and Nieves McNulty",
title = "Experiences with using robots in an all-female
programming class",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "241--241",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544510",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ramakrishnan:2002:DDC,
author = "Sita Ramakrishnan",
title = "{DoIT}: dynamic curriculum organisation by innovation
through technology",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "242--242",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544511",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes our innovative web based system,
DoIT. DoIT is an acronym for Dynamic Curriculum
Organisation by Innovation through Technology. IEEE-CS
and ACM have been working on developing a comprehensive
body of knowledge on software engineering (SWEBOK) [1].
Carnegie-Mellon Software Engineering Institute
[CMU/SEI-99-TR-032] has produced a document that
presents some guidelines for using the SWEBOK to
support effective curriculum design. Our DoIT project
has used the SWEBOK classification to map the core
units in our current BSE curriculum against the SWEBOK
knowledge key areas. In many engineering disciplines,
the accreditation of university curricula and the
licensing and certification of practicing professionals
are taken very seriously. These are seen as critical to
ensure upgrading of course content and structure where
warranted to achieve improvements in the level of
professional practice. Recognition of the core body of
knowledge in a discipline is crucial to the development
and accreditation of university curricula. DoIT system
has been engineered in a systematic and disciplined
manner and allows our Bachelor of Software Engineering
students at Monash University to view the key areas of
software engineering body of knowledge (SWEBOK) that
they learn in their core subjects of study as they
progress through our course. The main objective of the
system is to provide an Internet facility for the
students to learn about what they have learnt in their
subjects in terms of SWEBOK objectives. The main inputs
to DoIT are the SWEBOK key areas, our BSE core subjects
mapped to SWEBOK and BSE student information extracted
from Monash' student ORACLE database at the beginning
of each new semester of our BSE course. Our BSE
students are able to interact with the DoIT system to
retrieve a personalized competency profile (PCP) at the
completion of each semester of study. The contents
visualized through the web site DoIT evolves as the
students move through the course and works with up to
date information about students. The web-based system,
DoIT can be viewed at
http://www.csse.monash.edu.au/~doit/. The learning
outcomes from DoIT can be considered from three
perspectives [2]. It is about: Students' learning about
what they have learnt in terms of course content shown
as knowledge areas covered in SWEBOK objectives.
Lecturing staff and curriculum designers able to track
the curriculum and see how the various topics relate
together, and ascertain if there are any overlaps and
gaps in knowledge. The educational institution able to
see the organisational knowledge assets in terms of
graduate capabilities from our course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stewart:2002:MAF,
author = "Avare' Stewart and Parviz Kermani and Magda Mourad",
title = "{MediaMime}: after-the-fact authoring annotation
system for an e-learning environment",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "243--243",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544512",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Studies have shown that e-Learning is one of the
fasted growing trends in higher education. This
evolving trend can be classified with respect to the
underlying structure and content of these environments.
Of particular note is an e-Learning environment which
is structured asynchronously and whose content is based
solely on an electronic medium. In such environments,
classes may never actually meet and the only form of
delivery may be via an electronic lecture system. Given
this environment, how do we maintain the benefits of
the traditional classroom setting while still offering
students the flexibility they may need in having the
asynchronous environment in the first place?
Furthermore, given an electronic-only delivery
mechanism, how can both the student and the instructor
tailor e-Learning content to suit their needs. We
propose a flexible media-rich instructional method
which: (1) facilitates collaboration in an
asynchronous, electronic lecture environment and (2)
supports the context-based, post-production
augmentation and exchange of user-defined supplements
which allows an author to refine and tailor e-Learning
content.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dagdilelis:2002:WTR,
author = "Vassilios Dagdilelis and Maya Satratzemi and Georgios
Evangelidis",
title = "What they really do?: attempting (once again) to model
novice programmers' behavior",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "244--244",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544513",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In the last two decades, a large amount of research
has been conducted in an effort to form a model of
student behavior when they try to solve algorithmic or
programming problems. The construction of the model is
based on the analysis of many types of data, such as
for example: (a) the characteristics of the programming
languages the students work with, (b) the strategies of
the solution that the students follow, and (c) the
characteristics of the proposed problem. However, we
must observe that modeling is often not based on
long-term observations of actual teaching and the
proposed problems are usually quite simple. In this
paper we attempt to examine a variety of aspects of
students' behavior when they learn to program. More
specifically, we study: the strategies students use in
order to develop and validate a program; the possible
role of students' errors in the development of their
programs; and the methods students use to deal with
these errors. The study was carried out on 90
second-semester CS students who worked in pairs during
the 2-hour lab session. They were given a brief
description of the Binary Search algorithm and were
asked to implement it using AnimPascal. In this study
we present the results we obtained from the analysis of
the successive versions of students' programs. Based on
these results we propose teaching methods to help
students overcome the difficulties they face when they
learn programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Voracek:2002:IEI,
author = "Jan Voracek and Nina Kontro-Vesivalo",
title = "International education in information technology",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "245--245",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544514",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We are developing a model of international education
in Information Technology, the concrete realization of
which is the International Master's Program in
Information Technology (IMPIT) oriented for
bachelor-level students from Russia and Czech Republic.
The program has been running since 1998 and is realized
commonly by three Eastern Finland universities:
Lappeenranta University of Technology (LUT), University
of Joensuu and University of Kuopio. The 2-years long
advanced level studies of the program consist of a
combination of courses in data processing and
telecommunication. After one year of intensive
theoretical studies the students are recruited to
companies in Finland for full-time working and master
thesis elaboration. In a larger scale the program aims
at creating wide cooperation in the fields of
education, research and business with Russia and
especially with the St. Petersburg region. Relying on
the experience gained from the so far three program
cycles, in this poster we seek to give a general
overview of the development and current status of our
model which we have seen to grow into what might be
called a working interchange between three European
countries: Finland, Russia and Czech Republic. Based on
our view that a lot of emphasis has to be put on the
students' opinions and experience of the program, we
present the results and conclusions drawn out of the
feedback gathered from the students of all three cycles
(1999-2000, 2000-2002 and 2001-2003) in the end of
October 2001.Combining our earlier experience with the
recently gathered data, we present the conclusions for
further development of our model pointing out its
strengths and weaknesses and bringing forth suggestions
on development and applicability of our model in the
future.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Klee:2002:GAD,
author = "Karl J. Klee",
title = "Guidelines for associate-degree programs in computer
science",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "246--246",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544515",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster presentation showcases the recently
published ACM/IEEE-CS guidelines for computer science
programs at associate-degree granting institutions.
These guidelines were produced by the Two-Year College
Education Committee, a standing committee of the ACM
Education Board. Karl Klee is one of the Committee
members.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ibbett:2002:WVC,
author = "Roland N. Ibbett",
title = "{WWW} visualisation of computer architecture
simulations",
journal = j-SIGCSE,
volume = "34",
number = "3",
pages = "247--247",
month = sep,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/637610.544516",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:56 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Simulation models of a number of computer
architectures have been created using HASE, a
Hierarchical Computer Architecture design and
Simulation Environment,and automatically translated
into WebHASE and JavaHASE applets which can be accessed
via the WWW. These applets are being used both as
visual aids and or student exercises.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gries:2002:WPM,
author = "David Gries",
title = "Where is programming methodology these days?",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "5--7",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820129",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Gries02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gotterbarn:2002:BBE,
author = "Don Gotterbarn",
title = "Black and blue epiphany: the missing elements of
professionalism",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "8--9",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820131",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Gotterbarn02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2002:CCR,
author = "C. Dianne Martin",
title = "Computing curricula 2001: reverse engineering a
computer science curriculum (part 1)",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "10--11",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820132",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Martin02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lee:2002:WDH,
author = "J. A. N. Lee",
title = "Where did history go?",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "11--12",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820134",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Lee02a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2002:DUS,
author = "Tony Clear",
title = "Design and usability in security systems: daily life
as a context of use?",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "13--14",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820136",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Clear02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gorgone:2002:ITA,
author = "John T. Gorgone",
title = "Information technology: an adolescent in the arena",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "15--16",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820138",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Gorgone02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dale:2002:IIC,
author = "Nell Dale",
title = "Increasing interest in {CS} ed research",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "16--17",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820140",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Dale02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCauley:2002:HYH,
author = "Ren{\'e}e McCauley",
title = "Hear ye, hear ye!: a valuable new resource for
computer science educators finally available",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "17--18",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820142",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#McCauley02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2002:TSD,
author = "Henry MacKay Walker",
title = "Teaching and a sense of the dramatic: act {II}",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "18--19",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820144",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Walker02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gersting:2002:JH,
author = "Judith L. Gersting and Frank H. Young",
title = "Job-hunting 101",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "20--21",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820146",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#GerstingY02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2002:NCC,
author = "Robert Campbell",
title = "New computing curriculum for two-year colleges",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "21--22",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820148",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Campbell02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Neuwirth:2002:IIP,
author = "Erich Neuwirth and Viera K. Proulx",
title = "{IFIP} and issues in pre-college education",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "23--24",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820150",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#NeuwirthP02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Popyack:2002:IHS,
author = "Jeffrey L. Popyack",
title = "The international honor society for the computing and
information disciplines",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "25--26",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820152",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Popyack02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2002:MMI,
author = "Peter B. Henderson",
title = "Making math interesting",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "26--28",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820154",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Henderson02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2002:DG,
author = "David Ginat",
title = "Divisor games",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "28--29",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820156",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Ginat02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2002:TLR,
author = "Nick Parlante",
title = "Tree-list recursion",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "30--31",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820158",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Parlante02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Samaka:2002:CCS,
author = "Mohammed Samaka",
title = "Changing a computer science curriculum in light of
computing curricula 2001",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "32--35",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820160",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Samaka02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "The present paper describes the process of changing
the curriculum of the computer science degree in the
college of science of the UAE University. This process
was initiated to keep up with the fast pace of
development in the computer science discipline. The
process of changing the curriculum involved two tasks.
The first task was to construct new core and selective
courses, while the second task involved reviewing the
existing courses to incorporate into their contents the
recent developments in the computer science discipline.
During this process, the department searched several
computing curricula, in particular, the model of the
computing curricula CC2001 of the ACM and IEEE/CS,
which it used as a guiding reference.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cartelli:2002:CSE,
author = "Antonio Cartelli",
title = "Computer science education in {Italy}: a survey",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "36--39",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820161",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Cartelli02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "This paper discusses a brief overview of the Italian
school system and the different ways it introduces
computer science and information technology in the
various schools. Included is a section on high school
computing education and its evolution during the past
decades as well as a review of the initiatives being
undertaken by compulsory schools and professional
associations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shiflet:2002:CSS,
author = "Angela B. Shiflet",
title = "Computer science with the sciences: an emphasis in
computational science",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "40--43",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820162",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Shiflet02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "The interdisciplinary field of computational science
combines simulation, visualization, mathematical
modeling, programming, data structures, networking,
database design, symbolic computation, and high
performance computing with various scientific
disciplines. Despite the shortage of computational
scientists, few programs and computational science
textbooks appropriate for undergraduates exist. After
extensive discussions on enhancing computer use in the
sciences, Wofford College faculty members designed a
curriculum for students majoring in science or
mathematics, called ``Emphasis in Computational
Science.'' A student electing this program completes a
Bachelor of Science, three existing courses
(Programming in C++, Data Structures, Calculus I), two
new computational science courses (Scientific
Programming, Data and Visualization), and a summer
internship. Application rich course modules that have
been developed in collaboration with scientists are
employed as the textbooks for the computational science
courses. Available through the world wide web, these
modules can instruct and provide applications for a
variety of courses [4].",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Surakka:2002:WEV,
author = "Sami Surakka and Lauri Malmi",
title = "Work experience vs. co-operative education program",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "44--47",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820163",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#SurakkaM02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "In this paper, we describe a typical Finnish work
experience program in computer science and engineering.
The program is compulsory for all students. It is
cheap, moderately controlled, and unstructured. The
feedback from the program is compared to the feedback
from a highly structured and competition-based
co-operative education program in the USA, which can be
seen as a kind of opposite to the Finnish program. One
might expect the feedback from a cheap and unstructured
program not to be very good. However, the feedback from
both programs was positive.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Schneider:2002:NMR,
author = "G. Michael Schneider",
title = "A new model for a required senior research
experience",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "48--51",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820164",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Schneider02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "This paper describes a new way of implementing a
required undergraduate research experience. In addition
to the project itself, this experience also includes a
senior capstone seminar that teaches students how to do
research, a scholarly capstone paper, and a capstone
conference that reproduces the feel of an actual
scientific meeting. This paper describes these
experiences along with an assessment of how it has
worked in its first years of operation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hogan:2002:DME,
author = "Thomas R. Hogan and Patrick R. Harrison and Kay G.
Schulze",
title = "Developing and maintaining an effective assessment
program",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "52--56",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820165",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#HoganHS02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "The increased emphasis on assessment by regional
accrediting bodies and the Computing Accreditation
Commission of ABET has caused institutions of higher
education and computer science departments to seriously
consider the tools and techniques they are using to
evaluate their program's effectiveness. The current
shortage of computer science professors at many schools
has greatly reduced the time available to develop and
maintain an effective assessment program. Successful
assessment programs require the development of a
variety of carefully chosen and properly timed
assessment instruments to be effective and yet avoid
overburdening faculty. Successful assessment also
requires a process model that carefully builds faculty
support for the assessment process.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Beaubouef:2002:WCS,
author = "Theresa Beaubouef",
title = "Why computer science students need math",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "57--59",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820166",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Beaubouef02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "Too many students enter the field of computer science
with high aspirations but poor math skills. These
students often do not realize the significance of
mathematics in computer science. This paper discusses
several relevant areas of computer science and explains
why computer science students need math in order to
master the material taught in these courses and to
eventually find success as a computing professional.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Haberman:2002:FBP,
author = "Bruria Haberman",
title = "Frames and boxes: a pattern-based method for
manipulating binary trees",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "60--64",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820167",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Haberman02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "The abstract data type (ADT) is one of the central
concepts in computer science; it plays a major role in
problem solving and in data storage and retrieval. Here
we describe a pattern-based method for problem solving
and for developing algorithms that utilizes abstract
data types. Our method is based on the classification
of problems that deal with the manipulation of abstract
data types. A corresponding solution pattern was
adapted to each class of problems. The method was
designed to serve as a scaffolding tool for problem
solving: to assist in analyzing problems, to recognize
the main characteristics of a given problem, to
determine a suitable solution pattern, and to use it to
construct an appropriate algorithm that solves the
problem. We demonstrate how the method is applied to
teach binary trees.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Manolopoulos:2002:BCC,
author = "Yannis Manolopoulos",
title = "Binomial coefficient computation: recursion or
iteration?",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "65--67",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820168",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Manolopoulos02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "Binomial coefficient computation, i.e., the
calculation of the number of combinations of n objects
taken k at a time, C(n,k), can be performed either by
using recursion or by iteration. Here, we elaborate on
a previous report [6], which presented recursive
methods on binomial coefficient calculation and propose
alternative efficient iterative methods for this
purpose.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hannay:2002:ITC,
author = "David G. Hannay",
title = "Interactive tools for computation theory",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "68--70",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820169",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Hannay02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "The web-based simulations encompass the six core
abstract models of computation: finite-state, pushdown
and Turing machines as well as regular expressions,
context-free grammars, and recursive functions. All six
simulations come packaged with predefined
machines/expressions/grammars/functions. Users can also
create machines, expressions, grammars, and functions
from scratch. Each machine simulation traces arbitrary
input as processed by the machine. The regular
expression simulator tests if an entered list of words
is part of the language of a regular expression, and
generates random words represented by an expression.
The context-free grammar simulator also generates words
in the corresponding language. Finally, one can trace
the evaluation of functions to a user-specified depth
of recursion.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Taylor:2002:LPL,
author = "R. Gregory Taylor",
title = "{LL} parsing, {LR} parsing, complexity, and automata",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "71--75",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820170",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Taylor02a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "It is well known that pushdown-stack automata find
application within the syntactic analysis phase of
compilation. Nonetheless, in most compiler design
textbooks the relation between popular parsing
algorithms and the theory of deterministic
pushdown-stack automata remains implicit. We show that
it is not difficult to implement these algorithms as
deterministic automata. These implementations in turn
yield instructive time/space analyses of the
implemented algorithms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wick:2002:CTM,
author = "Michael R. Wick and Andrew T. Phillips",
title = "Comparing the template method and strategy design
patterns in a genetic algorithm application",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "76--80",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820171",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#WickP02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "We present a genetic algorithm software project that
serves to give students direct experience with choosing
among multiple potentially applicable design patterns.
We carefully constructed this project to illustrate the
power of design patterns in supporting encapsulation
while at the same time providing a single context in
which to compare and contrast similar design pattern
alternatives.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lewis:2002:RTI,
author = "Jerome L. Lewis",
title = "A reliable test for inclusion of a point in a
polygon",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "81--84",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820172",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Lewis02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "This paper takes a careful look at a well-known
implementation of an algorithm that tests a point in
the plane for inclusion in a given polygon. The
implementation, coded in C++, appears in Robert
Sedgewick's highly regarded book, Algorithms in C++,
and has a number of flaws associated with special
cases. The paper discusses the problems and a reliable
implementation of the algorithm is developed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rolfe:2002:OTB,
author = "Timothy J. Rolfe",
title = "One-time binary search tree balancing: the {Day\slash
Stout\slash Warren (DSW)} algorithm",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "85--88",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820173",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Rolfe02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "A. Colin Day proposed, and Quentin F. Stout and Bette
L. Warren modified, an algorithm (the Day/Stout/Warren
or DSW algorithm) that, in $ O(N) $ time and $ O(1) $
space, transforms an arbitrary binary search tree into
a degenerate tree, and from that generates the most
balanced possible binary search tree.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Giguette:2002:CAT,
author = "Ray Giguette",
title = "The {Crawfish} and the {Aztec} treasure maze:
adventures in data structures",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "89--93",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820174",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Giguette02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "Teaching data structures and other CS1/CS2 subjects
can be challenging. Previous research has shown that
using manipulatives and visualization tools may help
students comprehend these abstract concepts. This paper
illustrates how students can use a pez dispenser as a
stack to gain first hand experience with many CS1/CS2
topics. In addition to giving students candy, we appeal
to their sense of adventure by presenting a fictitious
account of how the Aztecs might have used pez-like
stacks. This tale is meant to supplement homework and
class discussion concerning stack definition, algorithm
design, recursion, tree traversal, and operation pre-
and post-conditions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ross:2002:GST,
author = "John Minor Ross",
title = "Guiding Students through Programming Puzzles: Value
and Examples of {Java} Game Assignments",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "94--98",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820175",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Ross02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "Solving puzzles can be a challenging, yet rewarding,
experience for novice programmers and experts alike.
Furthermore, game examples and assignments that are
concise offer many learning opportunities for early
programmers. As described herein, such opportunities
focus on: array manipulation, random solution
searching, object-oriented analysis and design, and
general creative problem solving.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lorenzen:2002:CCW,
author = "Torben Lorenzen and Ward Heilman",
title = "{CS1} and {CS2}: Write Computer Games in {Java}!",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "99--100",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820176",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#LorenzenH02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "The authors have designed an introductory sequence of
programming courses. In order to keep the students
interested and to add some fun to the course, all the
programming assignments involve implementing computer
games as Java applets. The entire course (including
syllabus, assignments, and working source code) is
available for download from the authors' web site.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Harrison:2002:IIC,
author = "Chris J. Harrison",
title = "{ICPL}: an initial concurrent programming language",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "101--105",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820177",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Harrison02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "This paper describes an Initial Concurrent Programming
Language (ICPL) used to teach fundamental and general
concepts and principles that underpin the concurrent
programming language paradigm. ICPL has been
specifically designed to be simple to implement yet
powerful enough to allow many of the basic properties
of concurrent systems to be demonstrated directly. ICPL
builds directly on an initial knowledge of a
block-structured imperative language and introduces the
notion of send and receive operations as a basis for
message passing between processes. The message passing
properties of ICPL are chosen deliberately to
demonstrate a complementary approach to describing
concurrent systems in terms of processes accessing
shared variables via monitors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bell:2002:VBN,
author = "Douglas Bell",
title = "Visual basic. Net as a first language: an evaluation",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "107--108",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820178",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Bell02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "This paper assesses the utility of the Microsoft
Visual Basic. Net programming language for teaching
programming at a first level. The paper shows some
comparisons with Java.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Howatt:2002:OSP,
author = "James Howatt",
title = "Operating systems projects: {Minix} revisited",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "109--111",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820179",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Howatt02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/minix.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "The author argues for the use of a real, albeit
educational-strength, operating system, instead of
simulators, on which to base operating systems
projects. Minix developers have created a version that
can be run on Windows and Unix platforms, without the
need for hard-drive partitioning. Sample projects
demonstrate how Minix can be used to reinforce
operating systems concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Riordan:2002:TIL,
author = "Denis Riordan",
title = "Towards an integrated learning laboratory environment
for first-year computer science students",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "112--116",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820180",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Riordan02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "This paper describes an evolving attempt to provide an
integrated learning laboratory environment (ILLE) to
enhance the learning goals and strategies for
first-year computer science students using Java as a
first language. The proposed ILLE models a real
computer-learning laboratory in which instructors walk
around watching and helping students on request. In
essence, the system consists of a Java development
environment centered round a live communicator with a
facility for an instructor to focus and work on the
desk top of a particular student. The system is written
in 4000 lines of Java and runs in exactly the same way
on Windows, UNIX and MacOS. The ILLE gathers usage
information that is being used to improve the learning
for first year students. It has been used twice with
large first year classes. Examples show how extracts
from dialogue files enhanced the ILLE.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Suraweera:2002:EQL,
author = "Francis Suraweera",
title = "Enhancing the quality of learning and understanding of
first-year mathematics for computer science related
majors",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "117--120",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820181",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Suraweera02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "Most courses on discrete mathematics are designed to
emphasize knowledge acquisition, and are given to large
first year classes, in general. When the goal is to
cover the content, the understanding takes a second
place. This practice leads to non-enjoyment of the
course, a great deal of anxiety, poor performance and a
large percentage of failures. In fact, given the
choice, most first year students would not do the
discrete mathematics course. The opposing beliefs and
expectations of the instructors and the students make
it a difficult course to teach. However, irrespective
of the geographical locations, as instructors, we all
share a common goal: we would like our students to
acquire the skills to perform complex mental operations
so that they will be successful in the classroom as
well as their future careers. This paper presents a way
to enhance the learning and understanding of discrete
mathematics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rountree:2002:PSF,
author = "Nathan Rountree and Janet Rountree and Anthony
Robins",
title = "Predictors of success and failure in a {CS1} course",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "121--124",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820182",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#RountreeRR02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "We present the results of a survey that focuses on the
backgrounds and expectations of a group of CS1 students
in the first weeks of semester. When comparing their
survey answers to their final grades on the course, we
saw some surprising things: the group which indicated
an intention to continue in computer science did no
better than any other, and the strongest single
indicator of success seems to be ``expecting to get an
A from the course.''",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barriocanal:2002:EIA,
author = "Elena Garc{\'\i}a Barriocanal and Miguel-{\'A}ngel
Sicilia Urb{\'a}n and Ignacio Aedo Cuevas and Paloma
D{\'\i}az P{\'e}rez",
title = "An experience in integrating automated unit testing
practices in an introductory programming course",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "125--128",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820183",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#BarriocanalUAD02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "Unit testing is one of the core practices in the
Extreme Programming lightweight software development
method, and it is usually carried out with the help of
software frameworks that ease the construction of test
cases as an integral part of programming tasks. This
work describes our first results in studying the
integration of automated unit testing practices in
conventional 'introduction to programming'
laboratories. Since the work used a classical
procedural language in the course's assignments, we had
to design a specific testing framework called tpUnit.
The results of the experiment points out that a
straightforward approach for the integration of unit
testing in first-semester courses do not result in the
expected outcomes in terms of student's engagement in
the practice.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bock:2002:DGB,
author = "Douglas B. Bock and John F. Schrage",
title = "Denormalization guidelines for base and transaction
tables",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "129--133",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820184",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#BockS02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "This article outlines heuristic guidelines for
denormalizing transaction tables in relational
databases. Denormalization as a process seeks to
improve the response time for data retrieval while
maintaining good system performance for row insertions,
updates, and deletions. These guidelines apply
especially for client-server environments where
response time for on-line, transaction-processing
systems is critical to end-user satisfaction and
productivity.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Capretz:2002:IMS,
author = "Luiz Fernando Capretz",
title = "Implications of {MBTI} in software engineering
education",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "134--137",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820185",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Capretz02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "A number of approaches exist to aid the understanding
of individual differences and their effects on teaching
and learning. Educators have been using the
Myers-Briggs Type Indicator (MBTI) to understand
differences in learning styles and to develop teaching
methods that cater for the various personality styles.
Inspired by the MBTI, we developed a range of practices
for effective teaching and learning in a software
engineering course. Our aim is to reach every student,
but in different ways, by devising various teaching
approaches.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Soklic:2002:SLB,
author = "Milan E. Soklic",
title = "Simulation of load balancing algorithms: a comparative
study",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "138--141",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820186",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Soklic02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "This article introduces a new load balancing
algorithm, called diffusive load balancing, and
compares its performance with three other load
balancing algorithms: static, round robin, and shortest
queue load balancing. The comparison of load balancing
algorithms is made in three simulated client-server
environments: a small-scale, intranet, and Internet
environment. Experimental results of performance
modeling show that diffusive load balancing is better
than round robin and static load balancing in a dynamic
environment, which manifest in frequent clients' object
creation requests and in short objects' lifetimes. In
this research, the diffusive load balancing algorithm
is discussed in juxtaposition with the distributed
client-server architectures.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cukier:2002:GIT,
author = "Wendy L. Cukier and Denise Shortt and Irene Devine",
title = "Gender and information technology: implications of
definitions",
journal = j-SIGCSE,
volume = "34",
number = "4",
pages = "142--148",
month = dec,
year = "2002",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/820127.820188",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:58 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#CukierSD02;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib",
abstract = "This paper examines implications of definitions of
information technology to women's participation in the
industry and in academe. It is exploratory only, based
on a review of selected government and industry reports
and data related to IT education and the profession.
However, it argues that there is evidence to suggest
that discourse related to information technology has
the effect of excluding women and multi-disciplinary
perspectives. On the one hand, there is considerable
evidence that the IT industry and skills it demands are
multi-disciplinary and that many people working in the
industry, particularly women, come from a variety of
disciplines. On the other hand, despite the evidence of
the multidimensional nature of IT, the impact of
convergence, the importance of matching IT solutions to
user needs and so on, a very narrow definition of IT
dominates the discourse. This definition equates IT and
IT professionals with computer science and engineering,
disciplines which are predominately male. The result,
then of this narrow definition is to marginalize women
and their contributions. This is a pattern that has
been observed with the development of other disciplines
such as medicine. Not only does the narrowing of the
definition of Information Technology tend to exclude
and devalue the contribution of women but it also
results in marginalization of other disciplines that
would bring more ``neutral'' or ``critical''
perspectives to bear on technology. Thus the exclusion
of multiple disciplines and women may contribute to
poor technology decision-making at the societal and
organizational level.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Astrachan:2003:BSA,
author = "Owen Astrachan",
title = "Bubble sort: an archaeological algorithmic analysis",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "1--5",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611918",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Text books, including books for general audiences,
invariably mention bubble sort in discussions of
elementary sorting algorithms. We trace the history of
bubble sort, its popularity, and its endurance in the
face of pedagogical assertions that code and
algorithmic examples used in early courses should be of
high quality and adhere to established best practices.
This paper is more an historical analysis than a
philosophical treatise for the exclusion of bubble sort
from books and courses. However, sentiments for
exclusion are supported by Knuth [17], ``In short, the
bubble sort seems to have nothing to recommend it,
except a catchy name and the fact that it leads to some
interesting theoretical problems.'' Although bubble
sort may not be a best practice sort, perhaps the
weight of history is more than enough to compensate and
provide for its longevity.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hubscher-Younger:2003:CCL,
author = "Teresa H{\"u}bscher-Younger and N. Hari Narayanan",
title = "Constructive and collaborative learning of
algorithms",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "6--10",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611919",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This research began by investigating the literature on
student learning from algorithm animations and
conducting experimental studies of an algorithm
visualization system. The results led us to develop
CAROUSEL (Collaborative Algorithm Representations Of
Undergraduates for Self-Enhanced Learning), using which
students created expository representations of
algorithms, shared their representations with others,
evaluated each other's representations and discussed
them. The system and the activities of representation
creation, sharing, evaluation and discussion that it
supports were then studied in three experiments, which
are summarized. They show a significant positive
relationship between these constructive and
collaborative activities and algorithm learning, which
suggests that this is a beneficial pedagogical approach
for introductory courses on algorithms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2003:GTL,
author = "David Ginat",
title = "The greedy trap and learning from mistakes",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "11--15",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611920",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Educators' approach towards their students' mistakes
can have significant impact on the students. This paper
presents a rather less considered approach of teaching
by capitalizing on mistakes. In the course of teaching
our students algorithm design, we noticed the
phenomenon of students' ``over-reliance'' on intuition
rather than rigor. In particular, we noticed a repeated
erroneous trend of turning to intuitive, but inadequate
greedy algorithmic solutions. We capitalized on the
student errors for influencing their attitude and
beliefs regarding intuition and rigor. The paper
displays the student errors and our
capitalization-on-errors approach, with colorful and
novel algorithmic tasks.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ramakrishnan:2003:DCW,
author = "Sub Ramakrishnan and Emeka Nwosu",
title = "{DBMS} course: {Web} based database administration
tool and class projects",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "16--20",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611922",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we discuss a software tool we have
developed for use in undergraduate DBMS courses, that
provides: (i) a web-enabled database set up and
administration facility for faculty use, and (ii)
web-based database projects that may be assigned to
students. We discuss the motivation for our work and
the objectives underlying the design of the tool. The
significance of our work is two-fold. First, it should
help the instructor in the set up, management, and
monitoring of student database accounts. Second, it
provides the students with a feel for the organization
and use of contemporary web-enabled database
applications.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Urban:2003:UUC,
author = "Susan D. Urban and Suzanne W. Dietrich",
title = "Using {UML} class diagrams for a comparative analysis
of relational, object-oriented, and object-relational
database mappings",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "21--25",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611923",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper illustrates the manner in which UML can be
used to study mappings to different types of database
systems. After introducing UML through a comparison to
the EER model, UML diagrams are used to teach different
approaches for mapping conceptual designs to the
relational model. As we cover object-oriented and
object-relational database systems, different features
of UML are used over the same enterprise example to
help students understand mapping alternatives for each
model. Students are required to compare and contrast
the mappings in each model as part of the learning
process. For object-oriented and object-relational
database systems, we address mappings to the ODMG and
SQL99 standards in addition to specific commercial
implementations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wagner:2003:IXD,
author = "Paul J. Wagner and Thomas K. Moore",
title = "Integrating {XML} into a database systems course",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "26--30",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611924",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "eXtensible Markup Language (XML) is becoming a
standard tool for data storage and transmission.
Integrating XML into current database systems courses
provides students with an understanding of the growing
role of XML in data management and manipulation. We
have successfully designed and implemented several
exercises for a database systems course in the context
of a real-world software project that educate students
as to how XML relates to current Database Systems
course topics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sanders:2003:PAT,
author = "Kathryn E. Sanders and Robert McCartney",
title = "Program assessment tools in computer science: a report
from the trenches",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "31--35",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611926",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we investigate the question of what
assessment tools are being used in practice by United
States computing programs and what the faculty doing
the assessment think of the tools and of the assessment
process in general. We report on the results of two
surveys, distributed to the SIGCSE mailing list and to
the chairs of all ABET-CAC accredited computer science
programs. We found that both parts of these
surveys--the multiple-choice sections and the
comments--provided some interesting insights into
program assessment from the perspective of those
responsible for collecting and using the information.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Crouch:2003:CSA,
author = "Donald B. Crouch and Leslie Schwartzman",
title = "Computer science accreditation: the advantages of
being different",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "36--40",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611927",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Outcome-based learning, as embraced by the CAC
criteria for accrediting computing programs, requires
by its very nature the active, on-going participation
of faculty in the assessment process. This paper will
describe a means of involving faculty at the earliest
stages of development in a comprehensive assessment
plan without making undue demands of their time or
fostering the anxiety that oftentimes accompanies
implementation of the assessment process. The proposed
process takes advantage of the flexibility of the CAC
criteria.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Blandford:2003:FEE,
author = "Dick K. Blandford and Deborah J. Hwang",
title = "Five easy but effective assessment methods",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "41--44",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611928",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Assessment of ABET/CAC accredited programs can become
a burdensome task that generates lots of paper, takes
hours of faculty time, and produces little in the way
of meaningful results that can be used as a basis for
improving a program. The result is often lack of active
participation by faculty and an increase in negative
attitudes that tend to further erode assessment
effectiveness. This is a serious problem at small
schools that cannot afford the luxury of full time
assessment personnel and are totally dependent on
faculty for the assessment process. This paper presents
five assessment methods that require a minimum of
paper-work and faculty time but are nevertheless
effective in presenting an accurate assessment of a
program's objectives. The five methods presented are:
1. the Assessment Day concept; 2. personal class
assessment; 3. sampled student work; 4. faculty
interview groups; and 5. student focus groups.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adams:2003:IPW,
author = "Elizabeth S. Adams and Orit Hazzan and Hrafn Loftsson
and Alison Young",
title = "International perspective of women and computer
science",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "45--46",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611897",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lawhead:2003:LJP,
author = "Pam Lawhead and Michaele E. Duncan and Constance G.
Bland and Michael Goldweber and Madeleine Schep and
David J. Barnes",
editor = "Scott Grissom and Deborah Knox and Dan Joyce and Wanda
Dann",
title = "{Legos}, {Java}, Programming Assignments and {CS1}",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "47--48",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/611892.611898;
https://doi.org/10.1145/792548.611898",
ISBN = "1-58113-648-X",
ISBN-13 = "978-1-58113-648-7",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2003.html#LawheadDBGSB03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Beyer:2003:GDC,
author = "Sylvia Beyer and Kristina Rynes and Julie Perrault and
Kelly Hay and Susan Haller",
title = "Gender differences in computer science students",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "49--53",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611930",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We examined gender differences and differences in
Computer Science (CS) majors vs. non-majors in ability
in quantitative areas, educational goals and interests,
experience with computers, stereotypes and knowledge
about CS, confidence, personality, support and
encouragement, stress and financial issues, gender
discrimination, and attitudes toward the academic
environment in CS. What is unique to this investigation
is its multivariate nature. While others have studied
these variables in isolation, our study looks at them
collectively to identify important interactions among
variables. This will eventually allow us to identify a
profile of women who pursue careers in CS. The findings
are reported in detail below. Particularly noteworthy
is that men had more confidence in using computers than
did women even when statistically controlling
quantitative ability. In fact, female CS majors had
less computer confidence than did male non-majors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rowell:2003:CRG,
author = "Ginger Holmes Rowell and Diane G. Perhac and Judith A.
Hankins and Brenda C. Parker and Chrisila C. Pettey and
Judith M. Iriarte-Gross",
title = "Computer-related gender differences",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "54--58",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611931",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer-related gender differences are examined using
survey responses from 651 college students. Issues
studied include gender differences regarding interest
and enjoyment of both using a computer and computer
programming. Interesting gender differences with
implications for teaching are examined for the groups
(family, teachers, friends, others) that have the most
influence on students' interest in computers.
Traditional areas such as confidence, career
understanding and social bias are also discussed.
Preliminary results for a small sample of technology
majors indicate that computer majors have unique
interests and attitudes compared to other science
majors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adams:2003:EPG,
author = "Joel C. Adams and Vimala Bauer and Shakuntala
Baichoo",
title = "An expanding pipeline: gender in {Mauritius}",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "59--63",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611932",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The gender imbalance in computer science in the U.S.
and other countries has attracted much attention. This
paper presents --- for comparison --- the
computing-related gender ratios in Mauritius, a
developing country in the Indian Ocean. These ratios
suggest that far from being a universal phenomenon, the
gender imbalance in the U.S. is a cultural problem.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bem:2003:MSP,
author = "Ewa Z. Bem and Luke Petelczyc",
title = "{MiniMIPS}: a simulation project for the computer
architecture laboratory",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "64--68",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611934",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We developed the project presented in this paper for
an undergraduate computer architecture course
specifically aimed at non-engineering students. The
project is designed to develop understanding of
processor organisation at the functional unit level by
building a series software execution driven simulators,
from a single cycle sequential processor to a simple
pipelined processor. The students are lead through the
functional design process step by step, in a succession
of carefully structured tasks. The project starts by
building functional units of a processor. These units
are then used to construct a single cycle processor, a
multi cycle processor, and finally a pipelined
processor with data hazard detection and forwarding.
The main goal of the project is to give students a true
insight into the fundamental ideas, which are the basis
of the development of the modern microprocessor.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shelburne:2003:TCO,
author = "Brian Shelburne",
title = "Teaching computer organization using a {PDP}-8
simulator",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "69--73",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611935",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The simple yet elegant architecture of the PDP-8 makes
it an ideal candidate for study in a computer
organization course. The PDP-8 provides an
uncomplicated example of a von-Neumann architecture. It
is easy to program in machine code or assembler. It can
be used to demonstrate coding low-level I/O routines,
subroutine calls, uses of indirect addressing and
handling interrupts. This paper discusses how a PDP-8
simulator written by the author is used in a computer
organization course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ortiz:2003:TSE,
author = "Ariel Ortiz",
title = "Teaching the {SIMD} execution model:: assembling a few
parallel programming skills",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "74--78",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611936",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper gives an overview of what the SIMD
(single-instruction/multiple-data) parallel execution
model is, and provides an approach for presenting it to
undergraduate students. We specifically propose a few
assembly language idioms and programming projects which
we have successfully used in the past to teach this
non-trivial topic.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Olsson:2003:RRO,
author = "B. Olsson and M. Berndtsson and B. Lundell and J.
Hansson",
title = "Running research-oriented final year projects for {CS}
and {IS} students",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "79--83",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611938",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we discuss the difficulties of designing
and running a final year project course for computer
science and information systems students. In
particular, we present the design of a
research-oriented final year project course, where the
aim is to develop the student's critical thinking and
research skills. We also discuss the lessons learnt
during the seven years that the course has been
given.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Huang:2003:GGI,
author = "Timothy Huang",
title = "The game of go: an ideal environment for capstone and
undergraduate research projects",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "84--88",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611939",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we discuss how Go, a strategy game
widely played in Asia and other parts of the world,
provides a rich, challenging environment for capstone
and undergraduate research projects. We first describe
the game itself and the characteristics that make it
appropriate for more advanced undergraduate projects.
We then discuss several projects that our students have
pursued over the last three years, and we share
observations that may be helpful to other computer
science educators.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Allen:2003:PPC,
author = "Eric Allen and Robert Cartwright and Charles Reis",
title = "Production programming in the classroom",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "89--93",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611940",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Students in programming courses generally write
``toy'' programs that are superficially tested, graded,
and then discarded. This approach to teaching
programming leaves students unprepared for production
programming because the gap between writing toy
programs and developing reliable software products is
enormous. This paper describes how production
programming can be effectively taught to undergraduate
students in the classroom. The key to teaching such a
course is using Extreme Programming methodology to
develop a sustainable open source project with real
customers, including the students themselves. Extreme
Programming and open source project management are
facilitated by a growing collection of free tools such
as the JUnit testing framework, the Ant scripting tool,
and the SourceForge website for managing open source
projects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Heines:2003:PDM,
author = "Jesse Heines and Katy B{\"o}rner and Melody Y. Ivory
and Edward F. Gehringer",
title = "Panel on the development, maintenance, and use of
course {Web} sites",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "94--95",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611899",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Course Web sites are fast becoming standard features
of college courses. Some students expect all their
courses to have such sites, just like they expect them
to have syllabi. Course Web sites help professors
communicate with students and students communicate with
each other. They might summarize lectures, present
assignments, serve as repositories of examples
developed by students as well as the professor, and
provide links to additional related information on the
Web. This panel will discuss various aspects of course
Web sites, focusing on their development, maintenance,
and use. We will share experiences by presenting
examples, highlighting successes and failures, and
describing our hopes and concerns for the future. The
panel will welcome comments from those in the audience
with similar and even contradictory experiences. Our
intention is to broaden participants' thinking on the
implementation and use of course Web sites and spawn
insights that might lead to more effective use of this
important course component.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Garcia:2003:EYA,
author = "Daniel D. Garcia and David Ginat and Peter Henderson",
title = "Everything you always wanted to know about game
theory: but were afraid to ask",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "96--97",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611900",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2003:LC,
author = "Andrea Beth Campbell and Roy P. Pargas",
title = "Laptops in the classroom",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "98--102",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611942",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper focuses on a rapidly growing population on
many college and university campuses today: students
equipped with laptop computers capable of wireless
connection to the Internet. More and more departments
are requiring that students enrolling in certain
courses bring laptop computers to class. The course
instructor is sometimes overwhelmed by the prospect,
asking ``How should I change my lesson plan in order to
integrate the laptop in my daily lecture?'' This paper
first describes the effort to bring the laptop to
campus at a number of colleges and universities around
the country. It then offers concrete suggestions based
on the experiences of several professors who either
have taught, or are now teaching, laptop-required
courses. The paper concludes with a summary and a look
toward the future.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reges:2003:UUT,
author = "Stuart Reges",
title = "Using undergraduates as teaching assistants at a state
university",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "103--107",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611943",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a program that uses
undergraduates as teaching assistants to staff large
computer science classes, particularly at the
introductory level. Creating such a program at a state
school presented special challenges, but the program
has become a mainstay for the department's
undergraduate program. The program has been so
successful that we have expanded it to cover some
sophomore and junior level courses, including a
discrete mathematics course. Among the benefits of the
program are reduced overall cost, improved quality of
instruction, the formation of an undergraduate
community and the practical experience that the
undergraduate teaching assistants themselves gain.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cohoon:2003:FTC,
author = "J. McGrath Cohoon and Rebecca Shwalb and Lih-Yuan
Chen",
title = "Faculty turnover in {CS} departments",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "108--112",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611944",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The rapid growth of computer science in both academia
and industry creates a special problem with faculty
turnover. This paper examines data from a national
study of computer science departments to describe the
circumstances surrounding faculty turnover in computer
science and identify the major factors related to
faculty departure. It concludes with suggested
approaches for addressing the situation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cigas:2003:ICN,
author = "John Cigas",
title = "An introductory course in network administration",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "113--116",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611946",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a sophomore/junior-level
laboratory course on network administration. The course
aims to introduce networking concepts while emphasizing
observation and measurement of network traffic. It
utilizes an isolated laboratory of PCs running Linux
along with numerous hubs, switches, and routers that
can be rewired into multiple configurations. Being
isolated from the campus network allows students
complete administrative access without compromising
campus security. Groups of students assemble their own
LAN, attach it to the lab's ``internet'' backbone via a
router, and then provide numerous common services like
HTTP, DNS, and remote access to the rest of the lab.
Once the room has a functioning internet, students
examine various issues like encryption with TLS and
ssh, as well as caching and load issues in retrieving
different types of data from a web server. This paper
covers the goals of the course, the laboratory setup,
the exercises used in the course, and our experiences
teaching the course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cameron:2003:ESH,
author = "Brian H. Cameron and Kay Wijekumar",
title = "The effectiveness of simulation in a hybrid and
on-line networking course",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "117--119",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611947",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Simulations are an important part of many traditional
classes in Computer Networking. As web-based learning
environments grow in popularity the need for
simulations has become pronounced. This paper reports
on a study to compare the performance of students
enrolled in two web-based learning environments, one
with a simulation package and the second with graphics
and text only. Analysis shows statistically significant
improvements in performance in the simulation group
compared to the other group.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jipping:2003:UJT,
author = "Michael J. Jipping and Agata Bugaj and Liliyana
Mihalkova and Donald E. Porter",
editor = "Scott Grissom and Deborah Knox and Dan Joyce and Wanda
Dann",
title = "Using {Java} to Teach Networking Concepts With a
Programmable Network Sniffer",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "120--124",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611948;
https://doi.org/10.1145/611892.611948",
ISBN = "1-58113-648-X",
ISBN-13 = "978-1-58113-648-7",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2003.html#JippingBMP03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "A crucial part of the Networking course is the
examination of and experimentation with network traffic
data. Most standalone network traffic sniffers are
quite expensive and those freely available on general
purpose platforms (e.g., Linux or Windows) are quite
cryptic. Because of this, we have developed NetSpy: a
Java-based network sniffer that allows plug-in Java
modules to analyze network data. These modules are
written by students as part of their experimentation
with traffic data. This paper describes the NetSpy
system and the way we use this in Networking class.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barnes:2003:THC,
author = "Julie Barnes and Rob Bryant and Daniel D. McCracken
and Susan Reiser",
title = "Teaching human-computer interaction: reports from the
trenches",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "125--126",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611901",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Most schools introduce HCI into the CS curriculum
through a bootstrapping process. There are many
excellent HCI programs at universities around the
world, and some new faculty with HCI graduate degrees
are starting to appear. But the extreme shortage of
faculty forces most schools now starting to teach HCI
to use the time-honored method of learning a subject by
teaching it. Consensus: Insert HCI into any opening you
can find. Learn more about the subject yourself. Let
colleagues get comfortable with the idea. A required
course in HCI may be some years off, or maybe you will
never do exactly that, but you will have laid the
foundation for getting HCI into your curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Waite:2003:CC,
author = "William M. Waite and Michele H. Jackson and Amer
Diwan",
title = "The conversational classroom",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "127--131",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611950",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Concepts taught in large, lower-division computer
science courses are carefully explained in standard
textbooks. Thus we hypothesized that the classroom
experience should not consist primarily of a
restatement of those explanations by the professor.
Instead, it should provide an opportunity for the
students to learn through a process of conversation
among themselves and with the professor. We were able
to establish such a process in a sophomore-level course
with an enrollment of 116 students. This change led to
a doubling of the percentage of A and A- grades
compared to historical values.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clancy:2003:NRS,
author = "Michael Clancy and Nate Titterton and Clint Ryan and
Jim Slotta and Marcia Linn",
title = "New roles for students, instructors, and computers in
a lab-based introductory programming course",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "132--136",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611951",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes our efforts to develop a new
lab-based course format for computer science
instruction. Building on learning science research, we
created a flexible new technology platform to support
students and their instructor as they participated in
this new form of instruction. Students work
collaboratively on Web-based activities while the
instructor interacts with students in a tutorial role.
The paper describes our system in detail, outlines the
organization of the course that used it, and reviews
and evaluates the pilot results. We then discuss the
implications for computer science instruction and
research in higher education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Woit:2003:EOA,
author = "Denise Woit and David Mason",
title = "Effectiveness of online assessment",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "137--141",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611952",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "For five academic years we have engaged in an on-going
study of the effectiveness of online assessment of
student programming abilities for introductory
programming courses in Computer Science. Our results
show that online evaluation can be implemented
securely, efficiently, and can result in increased
student motivation and programming efficacy; however,
unless online components are integrated throughout the
course evaluations, student competence will be
underestimated. Our data reveals disadvantages of
online evaluations, but also shows that both students
and faculty benefit when online evaluations are
implemented appropriately.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Prey:2003:TAN,
author = "Jane Prey and Ernest McDuffie and Harriet Taylor",
title = "Taking advantage of national science foundation
funding opportunities",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "142--142",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611902",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This session will highlight NSF EHR Division of
Undergraduate Education and CISE Division of
Experimental and Integrative Activities programs of
interest to college faculty, discussing the
requirements and guidelines. It will include a
discussion of the characteristics of a competitive
proposal and the proposal process.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2003:IPC,
author = "Raymond Lister and John Leaney",
title = "Introductory programming, criterion-referencing, and
bloom",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "143--147",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611954",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In the traditional norm-referencing approach to
grading, all students in a CS1 class attempt the same
programming tasks, and those attempts are graded ``to a
curve''. The danger is that such tasks are aimed at a
hypothetical average student. Weaker students can do
little of these tasks, and learn little. Meanwhile,
these tasks do not stretch the stronger students, so
they too are denied an opportunity to learn. Our
solution is two-fold. First, we use a
criterion-referenced approach, where fundamentally
different tasks are set, according to the ability of
the students. Second, the differences in the nature of
the tasks reflect the differing levels of Bloom's
taxonomy. Weaker CS1 students are simply required to
demonstrate knowledge and comprehension; the ability to
read and understand programs. Middling students attempt
traditional tasks, while the stronger students are set
open-ended tasks at the synthesis and evaluation
levels.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lane:2003:CPP,
author = "H. Chad Lane and Kurt VanLehn",
title = "Coached program planning: dialogue-based support for
novice program design",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "148--152",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611955",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Coached program planning is a dialogue-based style of
tutoring aimed at helping novices during the early
stages of program writing. The intent is to help
novices understand and solve problems in their own
words through the construction of natural-language
style pseudocode as the first step in solving a
programming problem. We have designed an environment
supporting coached program planning and have used it in
a human-to-human, computer-mediated evaluation of 16
novice programmers enrolled in a pre-CS1 programming
course at the University of Pittsburgh. The results
show that students who underwent coached program
planning, compared to those who did not, were more
prolific with comments in their programs, committed
fewer structural mistakes, and exhibited less erratic
programming behavior during their implementation. The
dialogues collected from this experiment followed a
clear 4-step pattern. Starting with this observation,
we are developing a dialogue-based intelligent tutoring
system called the Pseudocode Tutor to support coached
program planning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hristova:2003:ICJ,
author = "Maria Hristova and Ananya Misra and Megan Rutter and
Rebecca Mercuri",
editor = "Scott Grissom and Deborah Knox and Dan Joyce and Wanda
Dann",
title = "Identifying and Correcting {Java} Programming Errors
for Introductory Computer Science Students",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "153--156",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611956;
https://doi.org/10.1145/611892.611956",
ISBN = "1-58113-648-X",
ISBN-13 = "978-1-58113-648-7",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2003.html#HristovaMRM03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Programming in Java can be a daunting task for
introductory students, one that is only compounded by
the cryptic compiler error messages they see when they
first start to write actual code. This article details
a project conducted by faculty and advanced students in
the creation of an educational tool for Java
programming, called Expresso. This paper discusses some
existing programming tools, explains their drawbacks,
and describes why Expresso is different. We also
include a detailed list of typical errors made by
novice programmers, used in the construction of the
Expresso tool.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Grinder:2003:PEE,
author = "Michael T. Grinder",
title = "A preliminary empirical evaluation of the
effectiveness of a finite state automaton animator",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "157--161",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611958",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The FSA Simulator is a Java program created to allow
computer science students to work and experiment with
finite state automata (FSAs). One of its unique
features is the ability to compare the languages of two
FSAs. This FSA comparison feature lets the software
give students feedback about the accuracy of their work
as they do exercises, guiding them toward a correct
solution. This paper discusses some preliminary
experiments performed to determine the effect of this
feedback mechanism on students' learning. Two
experimental labs were conducted, the results of which
suggest that this feature improved students' success
rate when doing exercises, but did not appear to
significantly improve the students' performance when
the comparison feature was not available.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Akingbade:2003:JEW,
author = "Ayonike Akingbade and Thomas Finley and Diana Jackson
and Pretesh Patel and Susan H. Rodger",
title = "{JAWAA}: easy {Web}-based animation from {CS 0} to
advanced {CS} courses",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "162--166",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611959",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present JAWAA 2.0, a scripting language for
creating animations easily over the web. JAWAA includes
primitives, easy creation of data structures and
operations on these structures, and an editor for easy
creation of complex objects. We show how to use JAWAA
in a range of computer science courses including CS 0,
CS 1, CS 2 and advanced courses. Instructors can
quickly build animations for demos in lecture, and
students can enhance their programming projects with an
animation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lucas:2003:VGC,
author = "Jeff Lucas and Thomas L. Naps and Guido
R{\"o}{\ss}ling",
title = "{VisualGraph}: a graph class designed for both
undergraduate students and educators",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "167--171",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611960",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Graphs and graph algorithms play an important role in
undergraduate data structures and algorithms courses.
However, they often also represent the first case where
both the correctness and the underlying concepts of the
algorithms are not evident. Both students and educators
can therefore benefit from a simple yet expressive tool
for coding graph algorithms and then conveniently
visualizing them. We present such a tool, derived from
a set of instructional requirements, and give an
example application.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Phillips:2003:ESV,
author = "Andrew T. Phillips and Jack S. E. Tan",
title = "Exploring security vulnerabilities by exploiting
buffer overflow using the {MIPS ISA}",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "172--176",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611962",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "By exploiting a well known security vulnerability in
many C library implementations, it is possible for an
unprivileged user to gain unrestricted system
privileges. With an understanding of how the process
execution stack is allocated and managed during process
execution, a user can override the return address of a
C library routine and thereby resume execution at a
different address where a set of malicious functions
can be invoked [1]. This is known as the buffer
overflow exploit. With buffer overflow as the
underlying theme, an example will be described using C
and the MIPS assembly language that simultaneously
exposes students to issues in computer security,
operating systems concepts such as memory management
and function invocation/return, and the MIPS
instruction set architecture.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Robbins:2003:URL,
author = "Steven Robbins",
title = "Using remote logging for teaching concurrency",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "177--181",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611963",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Students often have difficulty visualizing,
understanding and debugging concurrent programs.
Programming assignments involving concurrency are also
difficult to grade. The output alone is not sufficient
because the print statements from cooperating threads
or processes can interfere with each other and garble
the results. The remote logging tool described here
allows multiple processes or threads to atomically log
messages to a local or remote host. Different views of
the messages are available in real time through a
graphical user interface (GUI). The tool consists of
two parts, a library for adding logging commands to a
user program and a GUI for presenting different views
of the logged messages. A separate logging library is
needed for each programming language (e.g., C, C++,
Java), but a single GUI works with all of these. A C
logging library and a general GUI are available on the
web.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hill:2003:PGA,
author = "John M. D. Hill and Clark K. Ray and Jean R. S. Blair
and Curtis A. {Carver, Jr.}",
title = "Puzzles and games: addressing different learning
styles in teaching operating systems concepts",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "182--186",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611964",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Because students have different learning styles, it's
important to incorporate multiple teaching techniques
into the classroom experience. One such technique is
the use of puzzles and games in the classroom to
reinforce the learning objectives. Many topics in
Computer Science are well suited for coverage in such a
game. Several in-class puzzles and games have been used
in the Computer Science program at this institution in
recent years. In basic and advanced courses, simple
crossword puzzles reinforce terminology and Jeopardy!
\reg{}-style games help students master material with
short answers. In the most recent iteration of the
Operating Systems course, a BattleThreads game and a
Process State Transition game helped students
appreciate different approaches to process and thread
management. The latter two games have been assessed for
their effectiveness, providing several insights into
what makes a good in-class game for teaching operating
systems concepts, and how the existing games can be
improved.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{DeLoatch:2003:SDC,
author = "Sandra DeLoatch and Henry Walker and Frank H. Young",
title = "On serving as department chair: suggestions from
veterans",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "187--188",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611903",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Each year a small group of computer science educators
are selected to become chairs of their departments.
This experience is often referred to as ``losing the
lottery.'' The panelists have a different view. We
believe that department chairs make important
contributions to the success of their departments.
Department chairs help new faculty develop as educators
and professionals. Department chairs help to create an
environment where students and faculty can enjoy their
work and be productive. Department chairs can
facilitate curriculum development and change, thereby
helping keep the department's offerings current. The
panelists have experience in a variety of educational
environments. All have served as department heads. All
have had to deal with the normal problems that
department heads deal with --- recruiting new faculty,
obtaining funds for equipment, getting adequate funds
for faculty salaries, acquiring technical support
personnel, dealing with rapid increases in the number
of majors, arranging teaching schedules, assisting with
grant proposals, etc. Most department chairs have
little or no guidance as they begin their tenure. This
panel is an attempt to alleviate this problem. The
panelists believe that their experiences can help new
department chairs adjust to the multiple and sometimes
conflicting demands of their new job.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Marion:2003:HDR,
author = "William Marion and Adrienne Bloss and Kris Powers and
Doug Baldwin",
title = "How departments are responding to the mathematics
recommendations in {CC2001}",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "189--190",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611904",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cooper:2003:TOF,
author = "Stephen Cooper and Wanda Dann and Randy Pausch",
title = "Teaching objects-first in introductory computer
science",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "191--195",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611966",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An objects-first strategy for teaching introductory
computer science courses is receiving increased
attention from CS educators. In this paper, we discuss
the challenge of the objects-first strategy and present
a new approach that attempts to meet this challenge.
The new approach is centered on the visualization of
objects and their behaviors using a $3$D animation
environment. Statistical data as well as informal
observations are summarized to show evidence of student
performance as a result of this approach. A comparison
is made of the pedagogical aspects of this new approach
with that of other relevant work.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Herrmann:2003:RIC,
author = "Nira Herrmann and Jeffrey L. Popyack and Bruce Char
and Paul Zoski and Christopher D. Cera and Robert N.
Lass and Aparna Nanjappa",
title = "Redesigning introductory computer programming using
multi-level online modules for a mixed audience",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "196--200",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611967",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We report here on an extensive redesign and
unification of the Introductory Computer Programming
sequences offered to computer science, computer
engineering, information science and digital media
majors. The redesign is intended to improve student
learning while reducing costs. The approach makes use
of substantial Web-based course material and course
management tools, including multi-level online modules
that individualize instruction and enable students to
self-schedule learning each week. Each module covers a
particular aspect of computer programming at different
levels of knowledge. Students are assigned work and
reading from the module at a level appropriate to the
objectives of the long-term goals of their major. This
allows students in different majors to acquire the
appropriate skill level for each technique and concept.
Peer mentors and teaching assistants provide assistance
online or in person. In the future, we plan to expand
the self-scheduling aspect of the course to allow
students to enter the course at different modules,
depending on their previous knowledge.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sanders:2003:JTI,
author = "Dean Sanders and Brian Dorn",
title = "{Jeroo}: a tool for introducing object-oriented
programming",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "201--204",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611968",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Jeroo is a tool that has been developed to help
students in beginning programming courses learn the
semantics of fundamental control structures, learn the
basic notions of using objects to solve problems, and
learn to write methods that support a functional
decomposition of the task. Jeroo is similar to Karel
the Robot and its descendants, but has a narrower scope
than Karel's descendants and has a syntax that provides
a smoother transition to either Java or C++. Jeroo has
been class tested at Northwest Missouri State
University, and has proven to be an effective tool for
working with students in a beginning programming class.
Jeroo and user documentation are available at
http://www.nwmissouri.edu/~sanders/Jeroo/Jeroo.html.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Burger:2003:TTD,
author = "Kevin R. Burger",
title = "Teaching Two-Dimensional Array Concepts in {Java} With
Image Processing Examples",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "205--209",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611970;
https://doi.org/10.1145/611892.611970",
ISBN = "1-58113-648-X",
ISBN-13 = "978-1-58113-648-7",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2003.html#Burger03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Two-dimensional arrays (2d-arrays) are fundamental
data structures in many software programs and must be
mastered by beginning programming students. Teachers of
introductory programming are challenged to devise new
and interesting exercises for teaching 2d-array
concepts. We believe image processing (IP) examples can
provide stimulating, challenging, and fun exercises for
students. We describe briefly the new Java2 Image I/O
API and show how it can be used to read and write
images in GIF, JPEG, and PNG formats. We also provide
Java code for an Image class that hides the complexity
of this API from the student. We conclude with several
sample student exercises that can be used to teach
2d-array programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tenenberg:2003:FAT,
author = "Josh Tenenberg",
title = "A framework approach to teaching data structures",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "210--214",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611971",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper advocates the incorporation of object
oriented framework libraries such as the Standard
Template Library (STL) into the first data structures
course at the university level. This represents a shift
from learning the details of each data structure to an
increased emphasis on the use, integration, and
extension of these existing frameworks, as well as on
the learning of higher-order design and engineering
skills.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2003:LII,
author = "Alistair E. R. Campbell and Geoffrey L. Catto and Eric
E. Hansen",
title = "Language-independent interactive data visualization",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "215--219",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611972",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We introduce the Language-Independent Visualization
Environment (LIVE) as a system for the visualization
and manipulation of data structures and the computer
programs that create and operate on them. LIVE
interprets arbitrary programs containing arbitrary data
structure definitions, showing diagrammatically the
data that the process generates. It is
language-independent in that a single program can be
visualized in the syntax of multiple languages. LIVE is
interactive in that not only does it show the effects
of statements immediately as they occur at runtime, but
it also generates new program source code automatically
when the user manipulates the data on the screen. We
anticipate that this tool will be most useful in a
pedagogical setting such as a CS2 or data structures
course, particularly with the introduction of pointers
and linked structures.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Baldwin:2003:CTA,
author = "Doug Baldwin",
title = "A compiler for teaching about compilers",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "220--223",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611974",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Projects in which students write a small compiler are
common in compiler design courses, but even a small
compiler can be daunting to students with no prior
compiler-writing experience. When I recently taught
compiler design, I developed a very small language with
a highly modular compiler, focusing the project on
implementing the core parts of a compiler without
requiring students to build all the infrastructure from
scratch. This paper describes the language and its
compiler, and their successes (and occasional
limitations) for teaching compiler design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wagner:2003:USD,
author = "Paul J. Wagner and Elizabeth Shoop and John V.
Carlis",
title = "Using scientific data to teach a database systems
course",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "224--228",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611975",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Database systems instructors face an ongoing challenge
to develop meaningful assignments for their courses. We
have found that instructors can successfully use large
scientific datasets in teaching a database systems
course to better prepare students for real-world
database systems work.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lee:2003:MWS,
author = "Arthur H. Lee",
title = "A manageable {Web} software architecture: searching
for simplicity",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "229--233",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611976",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Instruction on web programming at an advanced level in
computer science has been in high demand in recent
years. The topics and technologies in this area are so
vast and diverse that designing and teaching a course
requires vast knowledge and the ability to select
coherent topics and technologies that can be presented
in a semester. The students should learn enough of the
underlying fundamental concepts along with the selected
technologies so that they can practise in the real
world setting while being able to adapt and expand
beyond what was taught in class. Very few courses of
this kind if any have been taught. We describe such a
course, called Web Software Architecture, that we
created and have taught successfully last Spring. It is
a junior/senior level computer science elective course
that uses Java, Servlets, JavaServer Pages, HTML,
JavaScript, JDBC, and the Apache-Tomcat web server as
key technologies. Our experience supports the assertion
that such a web programming course has a legitimate
place in a computer science curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Huggins:2003:SGT,
author = "James Huggins and Joseph Bergin and James Caristi and
Ellen Walker",
title = "Survivor: getting through that class the first time",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "234--235",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611905",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2003:MEC,
author = "Peter B. Henderson and William Barker and Susanna Epp
and William Marion",
title = "Math educators, computer science educators: working
together",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "236--237",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611906",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Phillips:2003:ICB,
author = "Andrew T. Phillips and Daniel E. Stevenson and Michael
R. Wick",
title = "Implementing {CC2001}: a breadth-first introductory
course for a just-in-time curriculum design",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "238--242",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611978",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A first course in computer science that loosely
follows the Computing Curricula 2001 report is
described. This course blends theory and practice,
highlights algorithm design, introduces a modest amount
of imperative programming, and uses an Internet
algorithmics theme to tie the topics together and keep
the course both challenging and interesting to those
with and without previous computing experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Powers:2003:BRI,
author = "Kris D. Powers",
title = "Breadth-also: a rationale and implementation",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "243--247",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611979",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In the fall of 2002 our institution will begin
teaching a new computer science curriculum based on the
guidelines set forth in Computing Curricula 2001. Of
particular interest in this new curriculum is our
``breadth-also'' approach to a lower-level core. In
general, a breadth-also model incorporates topics from
across the discipline of computer science into an
expanded, programming-first introductory sequence. In
this paper we present our specific implementation of
this model, and argue its potential to significantly
improve learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shannon:2003:ABF,
author = "Christine Shannon",
title = "Another breadth-first approach to {CS I} using
{Python}",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "248--251",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611980",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In an effort to serve the needs of both majors and
non-majors, the Computer Science Department at Centre
College has restructured the CS I course so that it
uses the language Python, devotes more attention to the
Internet and the World Wide Web, addresses ethical and
societal issues, and introduces students to
programmable robots and an SQL database. This diverse
course has been attractive to the students while still
maintaining a strong emphasis on programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mateti:2003:LBC,
author = "Prabhaker Mateti",
title = "A laboratory-based course on {Internet} security",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "252--256",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611982",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We developed a laboratory-based course on Internet
Security. The course is aimed at the senior
undergraduate. This paper discusses the course and
explains how others can set up their own labs to teach
this course. All the laboratory work is conducted in a
laboratory of PCs running Linux. We developed lecture
notes for the course, and a web site to widely
disseminate these materials.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chandra:2003:BPP,
author = "Surendar Chandra",
title = "{Beacond}: a peer-to-peer system to teach ubiquitous
computing",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "257--261",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611983",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a peer-to-peer (p2p) system ({\tt
beacond}) that is suitable for teaching important
concepts in ubiquitous computing. The system exposes
issues in peer location, p2p services, security and
privacy issues. The system provided enough background
to compliment class lectures and assisted students in
designing their own course projects. Students continue
to explore ideas exposed by {\tt beacond}; some of
these ideas are being further developed for publication
in research conferences[1]. We present our experiences
in using this framework for three different course
offerings.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Steenkiste:2003:NPC,
author = "Peter Steenkiste",
title = "A network project course based on network processors",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "262--266",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611984",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A difficult problem in networking courses is to find
hands-on projects that have the right balance between
the level of realism and complexity. This is especially
true for projects that focus on the internal
functionality of routers and other network devices. We
developed a capstone course called ``Network Design and
Evaluation'' that uses a network processor-based
platform for networking projects. This platform is more
realistic than traditional approaches based on software
emulation environments or PC-based routers running
Unix, but it is significantly less complex to work with
than real commercial routers or even PC-based routers.
We are currently teaching this course for the third
year, and our experience has been extremely positive.
Students enjoy the realism of the platform and not only
learn a lot about the internal operation of the
network, but also about network configuration and
management.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fitzgerald:2003:FPI,
author = "Sue Fitzgerald and G. Michael Schneider and Robert M.
Aiken and Barry Fagin",
title = "The {Fulbright Program}: international teaching and
curriculum development experiences",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "267--268",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611907",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{VanRoy:2003:RLP,
author = "Peter {Van Roy} and Joe Armstrong and Matthew Flatt
and Boris Magnusson",
title = "The role of language paradigms in teaching
programming",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "269--270",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611908",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The purpose of this panel is to confront the wide
variety of opinions on the role of language paradigms
in teaching programming. We have selected four
divergent opinions: Armstrong says that concurrent
programming is considered difficult because it is
taught in the wrong paradigm, namely imperative or
object-oriented programming. Instead, concurrency
should be taught using a paradigm that makes it simple.
Flatt says that everyone should be taught how to
program, not just computer science majors. Further,
programming should be taught as an extension of what
students already know, which is algebra. More important
than a particular paradigm, however, is teaching
students a design process. Magnusson says that
object-oriented programming must be the first and
principal paradigm, because it is best for teaching how
to analyze problems and structure solutions. Other
paradigms can be taught after students have a solid
understanding of OO. Van Roy says that programming
should be taught in terms of concepts, not paradigms.
Common paradigms (functional, OO, etc.) then appear
naturally, depending on the concepts used. .The panel
will confront these opinions to enrich our
understanding of how to teach programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Drysdale:2003:JMJ,
author = "Scot Drysdale and Judith Hromcik and Mark Allen Weiss
and Reg Hahne",
editor = "Scott Grissom and Deborah Knox and Dan Joyce and Wanda
Dann",
title = "{Java} in the Morning\ldots{} {Java} in the
Evening\ldots{} {Java} in 2004",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "271--272",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611909;
https://doi.org/10.1145/611892.611909",
ISBN = "1-58113-648-X",
ISBN-13 = "978-1-58113-648-7",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2003.html#DrysdaleHWH03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "With the Java language replacing C++ on the 2004 AP CS
Exam, teachers need to be informed about the changes
that must be implemented to support an OO approach to
programming. This special session will include a
retrospective look at the motivation behind the change
to an object-oriented language, the process undertaken
to select a testable language subset, the need to
continue the development and classroom implementation
of a Case Study, and a look at how the shift from an
object-based approach to programming in C++ to an OO
approach in Java leads to curriculum modification. The
AP CS Development Committee's charge is to not only
provide a comprehensive testing mechanism, but also
advise, through various publications, a direction that
high school teachers should take in preparing a
foundation for more advanced student studies during
college. This special session will bring together two
college and two high school members of the AP CS
Development Committee to share some of their insights
into how the experts do it. Time will be provided to
discuss participant's questions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adams:2003:OCD,
author = "Joel Adams and Jeremy Frens",
title = "Object Centered Design for {Java}: Teaching {OOD} in
{CS-1}",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "273--277",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611986;
https://doi.org/10.1145/611892.611986",
ISBN = "1-58113-648-X",
ISBN-13 = "978-1-58113-648-7",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib",
abstract = "Object-centered design (OCD) is a methodology
developed to help novice C++ programmers learn to
design software. By adapting OCD for use with Java, we
can reduce the number of phases in OCD from five to
three, and introduce object-oriented design (OOD) in
CS-1 instead of CS-2.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stevenson:2003:IOE,
author = "Daniel E. Stevenson and Andrew T. Phillips",
editor = "Scott Grissom and Deborah Knox and Dan Joyce and Wanda
Dann",
title = "Implementing Object Equivalence in {Java} Using the
Template Method Design Pattern",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "278--282",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611987;
https://doi.org/10.1145/611892.611987",
ISBN = "1-58113-648-X",
ISBN-13 = "978-1-58113-648-7",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2003.html#StevensonP03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "A standard practice in object-oriented programming is
to implement an operation, called equals in Java, for
testing the equality of two objects. The equals method
should be defined for every new Java class, but because
of the intricacies of inheritance, casting, and dynamic
typing, equals is often quite difficult to write
correctly. And unfortunately many textbooks present
flawed implementations of this operation. In this
paper, we present a semantically correct technique for
testing object equivalence, a technique that
simultaneously brings together important mathematical
foundations (equivalence relations), practical
programming issues (inheritance, casting, dynamic
typing), and sound software design (design patterns) in
a natural and compelling way. While Java is used to
demonstrate how the semantic flaws are corrected and
the design improved using our techniques, the design is
general enough that it will be clear how the same ideas
could easily be extended to other languages such as
C++.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wick:2003:OOR,
author = "Michael R. Wick",
editor = "Scott Grissom and Deborah Knox and Dan Joyce and Wanda
Dann",
title = "An Object-Oriented Refactoring of {Huffman} Encoding
using the {Java} Collections Framework",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "283--287",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611988;
https://doi.org/10.1145/611892.611988",
ISBN = "1-58113-648-X",
ISBN-13 = "978-1-58113-648-7",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2003.html#Wick03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Computer science has a relatively stable collection of
time-tested pedagogical programming examples. With the
infusion of object-oriented concepts into the core
computer science curriculum, many of these examples are
being replaced with newer examples that are more
focused on demonstrating the particular object-oriented
features of interest. But classic computer science
examples can be refactored to include the important
object-oriented topics as well, all the while
maintaining the time-tested pedagogical benefits of the
original example. This paper presents a case study of
this refactoring by demonstrating how the classic
Huffman encoding example can be modeled to integrate
important object-oriented concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Giguette:2003:PGG,
author = "Ray Giguette",
title = "Pre-games: games designed to introduce {CS1} and {CS2}
programming assignments",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "288--292",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611990",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Many CS1 and CS2 instructors have been using game-like
assignments and manipulatives to increase student
understanding of abstract concepts. A related approach
described in this paper requires students to play a
game-like version of each assignment (referred to as
the ``pre-game'') before designing and coding their own
programs. Students complete a prototype of the pre-game
that uses simpler I/O but otherwise follows the same
specification. By playing the pre-game, students become
familiar with lesson principles using a concrete
example that combines the advantages of both game-play
and manipulatives. Ideally, the pre-game creates an
environment that both encourages experimentation, and
allows students to use their intuition when designing
algorithms and data structures.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bouvier:2003:PSL,
author = "Dennis J. Bouvier",
title = "Pilot study: living flowcharts in an introduction to
programming course",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "293--295",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611991",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Previous Computer Science Education research
incorporating Common Learning Experiences (CLEs) into
freshman level breadth-first Computer Science course
inspired the author to undertake similar work for a
depth-first course. This paper presents a set of CLEs
developed for this purpose, namely the 'Living
Flowcharts CLEs', along with a discussion of the pilot
study and the preliminary results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pollard:2003:HLC,
author = "Shannon Pollard and Jeffrey Forbes",
title = "Hands-on labs without computers",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "296--300",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611992",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Often in teaching an introductory computer science
course for non-majors, a primary focus on building
programming skills is neither practical nor effective.
Many instructors choose a breadth-first approach
focusing on building problem solving skills and
surveying computer science. This paper argues that
conducting hands-on labs where students work together
to physically implement algorithms is an effective
supplement for programming labs on the computer. We
present lab examples and summarize our experiences.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2003:RNM,
author = "Lillian N. Cassel and John Impagliazzo and Ann Lally
and Edward A. Fox and Manuel A. P{\'e}rez-Qui{\~n}ones
and Jane Prey",
title = "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",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "301--302",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611910",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The NSDL consists of collections of materials
accessible online, as well as many tools and services
intended to enhance learning. Tools and services will
support students and as well as faculty. This session
will provide a status report on the state of the NSDL,
its content, tools, and services. The session includes
specific presentations of several services included in
the NSDL. Session attendees discuss current and
proposed initiatives, and offer suggestions about needs
of highest priority.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Almstrum:2003:TCS,
author = "Vicki L. Almstrum and David Ginat and Orit Hazzan and
John M. Clement",
title = "Transfer to\slash from computing science education:
the case of science education research",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "303--304",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611911",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "During the ITiCSE 2002 conference in {\AA}rhus,
Denmark, a panel presentation on the topic of import to
and export from Computing Science Education and other
fields focused on the case of Mathematics Education
Research. The outcome was very successful, with the
panelists' presentations giving rise to active audience
participation. Continuing with the theme from the
earlier panel, this proposal suggests a similar format
with the expanded theme of transfer into Computing
Science Education from Science Education Research. This
panel will look at how research theories developed in
the context of various areas of science education can
be applied to Computing Science Education as well as
ways in which computing science educational theories
may be used in those areas. Because Computing Science
Education is a young discipline, it is still in search
of its research framework [2]. In formulating such a
framework, it can be practical and productive to adapt
approaches from research in other disciplines, both
educational and related areas. At the same time, the
younger discipline can offer innovative new approaches
to the older discipline. The panelists will examine
possibilities and difficulties in some import and
export attempts between several areas of Science
Education Research and Computing Science Education. For
this context, science is considered to include
mathematics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tucker:2003:TKC,
author = "Allen Tucker and Fadi Deek and Jill Jones and Dennis
McCowan and Chris Stephenson and Anita Verno",
title = "Toward a {K}-12 computer science curriculum",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "305--306",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611912",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This special session will report on the work of the
ACM K-12 Computer Science Curriculum Committee, whose
charge is to design a model curriculum for K-12
computer science that can be widely implemented. It
will also gather feedback from attendees on the content
and direction of that work.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fagin:2003:MER,
author = "Barry Fagin and Laurence Merkle",
title = "Measuring the effectiveness of robots in teaching
computer science",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "307--311",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611994",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We report the results of a year-long experiment in the
use of robots to teach computer science. Our data set
compares results from over 800 students on identical
tests from both robotics and non-robotics based
laboratory sessions. We also examine the effectiveness
of robots in encouraging students to select computer
science or computer engineering as a field of study.
Our results are negative: test scores were lower in the
robotics sections than in the non-robotics ones, nor
did the use of robots have any measurable effect on
students choice of discipline. We believe the most
significant factor that accounts for this is the lack
of a simulator for our robotics programming system.
Students in robotics sections must run and debug their
programs on robots during assigned lab times, and are
therefore deprived of both reflective time and the
rapid compile-run-debug cycle outside of class that is
an important part of the learning process. We discuss
this and other issues, and suggest directions for
future work.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Imberman:2003:TNN,
author = "Susan P. Imberman",
title = "Teaching neural networks using {LEGO} handy board
robots in an artificial intelligence course",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "312--316",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611995",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we propose a novel method for teaching
neural networks with back propagation in an
undergraduate Artificial Intelligence course. We use an
agent based approach in the course, as outlined in the
textbook Artificial Intelligence A Modern Approach by
Stuart Russell and Peter Norvig [7]. The students build
a robot agent whose task is to learn path-following
behavior with a neural network. Robot agents are
constructed from standard LEGO pieces and use the MIT
Handy Board as a controller.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Blank:2003:PRE,
author = "Douglas Blank and Lisa Meeden and Deepak Kumar",
title = "{Python} robotics: an environment for exploring
robotics beyond {LEGOs}",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "317--321",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611996",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes Pyro, a robotics programming
environment designed to allow inexperienced
undergraduates to explore topics in advanced robotics.
Pyro, which stands for Python Robotics, runs on a
number of advanced robotics platforms. In addition,
programs in Pyro can abstract away low-level details
such that individual programs can work unchanged across
very different robotics hardware. Results of using Pyro
in an undergraduate course are discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Graham:2003:CGR,
author = "Sandy Graham and Celine Latulipe",
title = "{CS} girls rock: sparking interest in computer science
and debunking the stereotypes",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "322--326",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611998",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Declining female enrollment in undergraduate Computer
Science programs is a serious problem. Part of the
solution lies in retaining more of the female students
currently enrolled; even more important, however, is
increasing initial enrollment. Many believe lack of
interest to be rooted in stereotypes of computer
science formed early in high school: that it is a
boring subject, devoid of interesting applications and
stimulating only to 'geeks'. To attract high school
females to CS, and to determine whether early exposure
to the interesting breadth of CS and its applications
might ameliorate such attitudes, a week-long Computer
Science Seminar for Grade 9 and 10 girls was held at
the University of Waterloo. The seminar consisted of
lectures, labs and activities chosen to demonstrate the
breadth of CS and to dispel the negative stereotypes.
Pre- and post-seminar surveys indicate a substantial
increase in interest, translating directly into
increased desire to take high school CS courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sivilotti:2003:IMS,
author = "Paolo A. G. Sivilotti and Murat Demirbas",
title = "Introducing middle school girls to fault tolerant
computing",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "327--331",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611999",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "During summer 2002, we ran a workshop module for a
group of 28 eighth-grade girls. Our aim was ambitious:
to introduce these students, ages 12 and 13, to
computer science by focussing on the deep intellectual
topic of self-stabilizing distributed algorithms and by
imparting an intuitive appreciation for their use in
fault tolerance. At the same time, we hoped to dispel
some negative stereotypes of computer science. The
module was a success according to evaluations and
comments from the participants. This paper describes
the sequence of exercises we developed as an
elementary-level introduction to the graduate-level
topics of fault tolerance and self-stabilization. We
report them with the hope that others will try them in
college classrooms, as we plan to do.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2003:IIS,
author = "Peter B. Henderson",
title = "{ISSAC}: {Indiana Student Software Awards
Competition}",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "332--335",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.612000",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Indiana Student Software Awards Competition
(ISSAC) was created to encourage students in the state
of Indiana to improve their software development
skills, to potentially consider a career in information
technology, and to help stem the flow of graduates out
of Indiana --- ``the brain drain''. High school or
college students who develop a software project for
class, personal enrichment or corporate internships may
submit a project. ISSAC 2003 is the third year of the
competition. Finalist projects are judged at the annual
Indiana Technology Summit, and students are awarded
scholarships and plaques based upon the overall quality
and functionality of their software.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Eisenberg:2003:CCS,
author = "Michael Eisenberg",
title = "Creating a computer science canon: a course of
``classic'' readings in computer science",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "336--340",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.612002",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer science has a reputation of being a
discipline in a perpetual state of accelerated
progress-a discipline in which our techniques, our
hardware, our software systems, and our literature
rarely exhibit a staying power of more than several
years. While undeniably exciting, this state of
continual intellectual upheaval can leave computer
science students (and faculty) with a disturbing sense
that there is no essential core of great work within
the discipline. This paper describes a readings course
entitled ``Computer Science: the Canon'' whose purpose
is to counter this perception by exploring a set of
``great works'' in computer science. We describe our
own (undoubtedly idiosyncratic) reading list used for
the course, and discuss several central issues involved
in offering such a course within a computer science
curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kaczmarczyk:2003:TWC,
author = "Lisa C. Kaczmarczyk",
title = "A technical writing class for computer science majors:
measuring student perceptions of learning",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "341--345",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.612003",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Writing skills need to be integrated into the Computer
Science (CS) curriculum, and there is little empirical
evidence on how best to do so. This paper first
describes a technical writing class for CS
undergraduates. Then it presents the results of a
statistical study that investigated student perceptions
of their learning experience in three areas: skill
mastery, self-efficacy, and motivation. Positive
results support this approach to teaching writing to CS
students. Some unexpected findings in all three areas
highlight why monitoring student perceptions is
important for CS educators.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gotschi:2003:MMR,
author = "Tina G{\"o}tschi and Ian Sanders and Vashti Galpin",
title = "Mental models of recursion",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "346--350",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.612004",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Recursion is a fundamental concept in Computer
Science. A student's knowledge of recursion can be
termed their mental model of recursion. A student's
mental model is viable if it allows them to accurately
and consistently represent the mechanics of recursion.
Non-viable mental models are constructed if students
have misconceptions about the mechanisms of recursion
or have misconceptions about concepts fundamental to
recursion. This paper presents a study of the mental
models of recursion that first year students at the
University of the Witwatersrand have constructed in
2000, 2001 and 2002. It was found that while the
majority of students constructed the viable copies
model, many non-viable models such as the looping,
active, step, magic, return-value and various odd
models were also constructed. Identifying the models
that students have can allow lecturers to target
individual students' specific problems and analysis of
the models can provide insight into learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Benjamin:2003:UCS,
author = "D. Paul Benjamin and Charles Border and Robert
Montante and Paul J. Wagner",
title = "Undergraduate cyber security course projects",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "351--352",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611913",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2003:NA,
author = "Nick Parlante and Jeffrey Popyack and Stuart Reges and
Stephen Weiss and Scott Dexter and Chaya Gurwitz and
Joseph Zachary and Grant Braught",
title = "Nifty assignments",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "353--354",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611914",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Impagliazzo:2003:CECa,
author = "John Impagliazzo and Robert Sloan and Andrew
McGettrick and Pradip K. Srimani",
title = "Computer engineering computing curricula",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "355--356",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611915",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Popyack:2003:ADH,
author = "Jeffrey L. Popyack and Nira Herrmann and Paul Zoski
and Bruce Char and Chris Cera and Robert N. Lass",
title = "Academic dishonesty in a high-tech environment",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "357--358",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611916",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Advances in computing and telecommunication technology
provide abundant new opportunities for academic
dishonesty. Anecdotal evidence suggests that students
are far more aware than faculty of various mechanisms
for cheating on exams, plagiarizing assignments, and
soliciting work for pay. Fortunately, technological
advances also provide the alert instructor with some
tools for combating such academic dishonesty. In this
session, we will present information on how
calculators, cell phones, beepers, and other handheld
technology may be used to cheat on exams; how the
Internet is used to match students with sources for
solutions to their assignments; and existing tools and
services for the faculty member. The intention of this
session is to inform faculty about various ways that
students may commit academic fraud; and tools and
approaches that are available to reduce their
effectiveness. We also hope to gain further information
from other faculty and/or students in attendance. We do
not intend to debate whether these activities should be
allowed due to the ease with which they are committed,
as is often discussed. We will provide a bibliography
of articles about high-tech academic dishonesty,
software tools and services for detecting plagiarism
(including shared code in programming assignments), and
Internet resources.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nagappan:2003:ICE,
author = "Nachiappan Nagappan and Laurie Williams and Miriam
Ferzli and Eric Wiebe and Kai Yang and Carol Miller and
Suzanne Balik",
title = "Improving the {CS1} experience with pair programming",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "359--362",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.612006",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Pair programming is a practice in which two
programmers work collaboratively at one computer, on
the same design, algorithm, or code. Prior research
indicates that pair programmers produce higher quality
code in essentially half the time taken by solo
programmers. An experiment was run to assess the
efficacy of pair programming in an introductory
Computer Science course. Student pair programmers were
more self-sufficient, generally perform better on
projects and exams, and were more likely to complete
the class with a grade of C or better than their solo
counterparts. Results indicate that pair programming
creates a laboratory environment conducive to more
advanced, active learning than traditional labs;
students and lab instructors report labs to be more
productive and less frustrating.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thomas:2003:CWC,
author = "Lynda Thomas and Mark Ratcliffe and Ann Robertson",
title = "Code warriors and code-a-phobes: a study in attitude
and pair programming",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "363--367",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.612007",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper reports on how first-year students who have
programmed before see their programming interest and
ability and how this self-perception relates to their
performance in the introductory programming course. In
particular we examine how this self-perception is
reflected in their reactions to the pair-programming
technique for developing software. Students who had
programming experience before University were given a
survey that placed them on a scale that we have called
Code Warrior to Code-a-phobe. We then placed them in
'opposite' and 'similar' pairs for a pair programming
exercise and surveyed their reactions. There was
evidence that students who have considerable
self-confidence do not enjoy the experience of pair
programming as much as other students and that students
produce their best work when placed in pairs with
students of similar self-confidence levels.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Joseph:2003:GDC,
author = "Anthony Joseph and Mabel Payne",
title = "Group dynamics and collaborative group performance",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "368--371",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.612008",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This work resulted from an investigation of the
activities component of group dynamics in collaborative
(or cooperative) groups for two undergraduate sections
of computer architecture taught in spring 2002. A
cooperative group is a special type of small group
consisting of two to four persons. Collaborative
learning as used here is a central component of the
author devised integrative cooperative learning
teaching technique. The hypothesis for this study is
that the greater a student's level of within group
course related activities for the imposed course
assignments, the higher the student's relative course
outcomes. To examine this hypothesis, an analysis of
the relationship between a student's group activity and
course outcomes was done. The sources of data were the
student coordinator assessments and student journals
compiled throughout the semester. The results of the
analyses of the 63 students in the two sections of the
undergraduate computer architecture course
substantiated the hypothesis that the more a student
participates in out-of-class collaborative academic
group activity, the greater the student's
achievement.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cunningham:2003:CGU,
author = "Steve Cunningham and Angela B. Shiflet",
title = "Computer graphics in undergraduate computational
science education",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "372--375",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.612010",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer graphics is an important part of a working
scientist's toolkit. The graphics may be provided by
resources with the scientist's group or by capabilities
of the toolkits that the scientist uses directly in his
or her work. However, in order for the scientist to
understand how computer graphics images represent
models and what possibilities there are for this
representation, and for the occasional time when the
scientist may want to create a presentation that is
beyond the capability of standard tools, it is
important for the science student to understand the
basic capabilities and processes of computer graphics.
This paper outlines how a computational science program
can give students the background they need to have this
understanding.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sherstov:2003:DVG,
author = "Alexander A. Sherstov",
title = "Distributed visualization of graph algorithms",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "376--380",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.612011",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "DisViz is a visualization tool designed to assist
students in learning graph algorithms, an important
topic in the undergraduate curriculum. DisViz is
intended for collaborative use by a group of students
over a classroom network. This visualization system
views network hosts as graph nodes and the socket
connections among them, as graph edges. In typical
usage, every student runs a copy of DisViz on his/her
local machine. These applications detect each other's
presence on the network and coordinate their actions to
execute the graph algorithm in question and to deliver
identical animations to every terminal.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lowther:2003:TBS,
author = "John Lowther and Ching-Kuang Shene",
title = "Teaching {B}-splines is not difficult!",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "381--385",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.612012",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the authors' approach of
introducing important concepts and algorithms of
B-splines to junior computer science students with the
help of a pedagogical tool DesignMentor. This approach
is non-mathematical and intuitive, and has been used
and refined in the past six years.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reed:2003:WA,
author = "Dale Reed and Sam John",
title = "{Web} annotator",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "386--390",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.612014",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The World Wide Web is increasingly becoming an
integrated extension of users' computing environments,
with content indexed and retrieved through Web
browsers. Web browsers are increasingly being used as
computer science curriculum delivery mechanism, for
both books delivered as local content on CD ROMs as
well as server-based material. Traditional computer
science curriculum has often been presented through
static printed media. What has been printed ahead of
time in books or handouts can not be changed. Any
changes would have to be attached externally by way of
scribbled notes or explanations on the board. The Web
gives us the technological affordances to change that,
both for students and teachers. The original page
remains unchanged, however the user's version of the
page is filtered, adding, subtracting and changing web
page elements, giving an enhanced view. A demonstration
version of the Web Annotator can be downloaded from:
http://logos.cs.uic.edu/Annotator.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gayo:2003:GLM,
author = "J. E. Labra Gayo and J. M. Morales Gil and A. M.
Fern{\'a}ndez {\'A}lvarez and H. Sagastegui Chigne",
title = "A generic e-learning multiparadigm programming
language system: {IDEFIX} project",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "391--395",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.612015",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe the main features of an Internet based
distance learning environment that we are developing to
teach a course on logic and functional programming for
computer science students. The main goal of the system
is to provide a minimal set of capabilities for a
generic interpreter that will be instantiated for
different programming languages and paradigms. The
architecture of the system is based on the use of XML
and web services to facilitate the integration and
independence between the different development
platforms and systems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Zachary:2003:EVA,
author = "Joseph L. Zachary and Peter A. Jensen",
title = "Exploiting value-added content in an online course:
introducing programming concepts via {HTML} and
{JavaScript}",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "396--400",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.612016",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Online courses have proliferated across all
disciplines in recent years. One commonly-used approach
for creating an online course is to build a web site
containing as much course information---assignments,
solutions, lecture notes, streaming videos, and the
like---as possible. The goal of this type of course is
to replicate online, to the maximum extent possible,
the classroom experience. Online courses built this way
exploit the communications capabilities of networked
computers. We believe, however, that online courses
should also strive to exploit the computational
capabilities of computers. That is, online courses
should provide value-added components that make
possible learning experiences beyond what is feasible
in the traditional classroom. We describe such an
online course, called Creating Interactive Web Content,
that we created and have taught successfully for the
last three years. It is a general enrollment course
that uses HTML and JavaScript as a vehicle for teaching
elementary programming concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Judith:2003:CSP,
author = "Williams C. Judith and Bettina Bair and J{\"u}rgen
B{\"o}rstler and Lethbridge C. Timothy and Ken
Surendran",
title = "Client sponsored projects in software engineering
courses",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "401--402",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611893",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Collins:2003:RFL,
author = "William Collins and Josh Tenenberg and Raymond Lister
and Suzanne Westbrook",
title = "The role for framework libraries in {CS2}",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = "403--404",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611894",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The recent emergence of object-oriented framework
libraries of classic data structures and algorithms
such as the Standard Template Library and Java's
Collection classes provides a set of general and
efficient data structure components for use by
practicing software developers. A number of textbook
writers are beginning to incorporate the use of these
frameworks into ``CS2'', the traditional first course
in data structures at the university level. There has
scarcely been a discussion of how these frameworks
should best be incorporated into CS2, if they should be
used at all. The proposed panel will examine the role
of standardized framework libraries in the first data
structures course at the university level. Panelists
will focus on the following questions. What are the
fundamental objectives of CS2, and what role might
frameworks have in meeting these objectives? How does
an instructor balance student needs for additional
instruction in programming basics (e.g., arrays and
pointers) versus practice in larger scale design and
code reuse? What would be given up to incorporate
frameworks into CS2? And to what extent is it important
for students to construct elementary data structures
from first principles? What assumptions about student
cognition and learning does a pro- or con-frameworks
approach imply. By trying to articulate answers to some
of the above questions, we hope to raise the level of
discussion concerning the evolution of the introductory
computer science curriculum. This panel will thus try
to make explicit, and hence available for critical
examination, some of the arguments and assumptions that
inform this debate.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fisher:2003:UCW,
author = "Allan Fisher and Jane Margolis",
title = "Unlocking the clubhouse: women in computing",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = ".23",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611896",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We recount some of the most significant and colorful
findings of our four-year study of gender issues in the
undergraduate computer science program at Carnegie
Mellon. We also discuss the subsequent dramatic
increase in the number of women in the program. We
conclude with recommendations for the most generally
useful and effective actions departments can take to
attract and retain female students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roberts:2003:KAE,
author = "Eric Roberts",
title = "Keynote address: Expanding the audience for computer
science",
journal = j-SIGCSE,
volume = "35",
number = "1",
pages = ".23",
month = jan,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/792548.611895",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:56:59 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "According to prevailing labor projections, the demand
for well-trained computer scientists and software
developers will continue to grow in the coming years,
in spite of the dot-com collapse. For the most part,
the people who fill these positions --- and
particularly those that require high levels of
creativity and independence of thought --- will be
trained by colleges and universities. Unfortunately,
many highly talented students never investigate
computer science as an academic option, either because
they have not been exposed to what computing has to
offer or because they feel themselves outside of the
traditional computer science milieu. As computer
science teachers, we have a collective responsibility
to ensure that this discipline remains open to the
widest possible range of students. In this talk, I will
describe several strategies and tactics for achieving
that goal.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Guzdial:2003:CSM,
author = "Mark Guzdial and Elliot Soloway",
title = "Computer science is more important than calculus: the
challenge of living up to our potential",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "5--8",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782943",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#GuzdialS03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2003:CCR,
author = "C. Dianne Martin",
title = "Computing curricula 2001: reverse engineering a
computer science curriculum (part 2)",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "9--10",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782945",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Martin03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lee:2003:LL,
author = "John A. N. Lee",
title = "``{Lee}'s law''",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "10--12",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782947",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Lee03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2003:DAM,
author = "Tony Clear",
title = "Documentation and agile methods: striking a balance",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "12--13",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782949",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Clear03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gorgone:2003:ITA,
author = "John T. Gorgone",
title = "Information technology accreditation criteria",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "13--15",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782951",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Gorgone03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2003:RMR,
author = "Raymond Lister",
title = "A research manifesto, and the relevance of
phenomenography",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "15--16",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782953",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Lister03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCauley:2003:RTL,
author = "Ren{\'e}e McCauley",
title = "Resources for teaching and learning about
human-computer interaction",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "16--17",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782955",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#McCauley03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hartman:2003:CC,
author = "Janet Hartman",
title = "Corporate clips",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "17--19",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782957",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Hartman03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2003:LC,
author = "Henry MacKay Walker",
title = "Lessons from the {CUPM}",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "19--21",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782959",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Walker03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gersting:2003:TOS,
author = "Judith L. Gersting and Frank H. Young",
title = "Treating our students as adults",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "21--22",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782961",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#GerstingY03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thomas:2003:ECI,
author = "P. G. Thomas",
title = "Examinations in computing over the {Internet}",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "22--24",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782963",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Thomas03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2003:C,
author = "Robert D. Campbell",
title = "Cybersecurity",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "24--26",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782965",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Campbell03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Popyack:2003:SSA,
author = "Jeffrey Popyack",
title = "Scholarship, student awards, microbreweries, and
baseball",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "26--27",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782967",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Popyack03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2003:IR,
author = "Peter B. Henderson",
title = "Inductive reasoning",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "27--29",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782969",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Henderson03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2003:SD,
author = "David Ginat",
title = "Sorting and disorders",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "29--30",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782971",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Ginat03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2003:PES,
author = "Nick Parlante",
title = "Platonic {Euler} solids",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "30--31",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782973",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Parlante03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chesnevar:2003:UTC,
author = "Carlos Iv{\'a}n Ches{\~n}evar and Mar{\'\i}a L. Cobo
and William Yurcik",
title = "Using theoretical computer simulators for formal
languages and automata theory",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "33--37",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782975",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#ChesnevarCY03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Both formal languages and automata theory (FLAT) are
core to the CS curricula but are difficult to teach and
to learn. This situation has motivated the development
of a number of theoretical computer simulators as
educational tools to allow students to ``bring to
life'' many topics that traditionally were presented
only mathematically. This paper discusses the main
features of software tools currently freely available
via the Internet for teaching FLAT. Based on our
practical experience, the tradeoffs between different
FLAT software tools is analyzed and discussed. We
conclude with general recommendations for integrating
FLAT software tools into an established curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hazzan:2003:ACS,
author = "Orit Hazzan",
title = "Application of computer science ideas to the
presentation of mathematical theorems and proofs",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "38--42",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782976",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Hazzan03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Based on the analogy between mathematical proofs and
computer programs this paper illustrates how it is
possible to apply methodologies from computer science,
used in the development and presentation of computer
programs, for the presentation of mathematical theorems
and proofs. The following three methodologies are
discussed: stepwise refinement, abstraction, and
program verification.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chaudhuri:2003:DAO,
author = "Ranjan Chaudhuri",
title = "Do the arithmetic operations really execute in
constant time?",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "43--44",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782977",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Chaudhuri03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "The paper emphasizes the need for exposing the
undergraduate computer science students to the
bit-level analysis of the run-times of certain computer
algorithms. These are algorithms where the input(s)
consist of one or more integers and only a bit-level
analysis yields a more realistic estimate of the
run-time behaviors of such algorithms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Howles:2003:FGS,
author = "Trudy Howles",
title = "Fostering the growth of a software quality culture",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "45--47",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782978",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Howles03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Instructors often discuss assessment of the technical
skills students must acquire in a typical computer
science program. Often times, the technical skills and
the required body of knowledge are mandated through
standards or curricular requirements. How are
non-technical skills assessed? Are computer science
educators teaching and encouraging the development of
other critical skills needed in the workplace such as
personal accountability, a strong work ethic, and an
ability to deliver on-time and correct work? This paper
describes the results of a student survey, designed to
provoke some thoughts about the evolving work ethic and
the level of a quality-centered culture in students
today.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dooley:2003:SEL,
author = "John F. Dooley",
title = "Software engineering in the liberal arts: combining
theory and practice",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "48--51",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782979",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Dooley03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "This paper describes the organization of a
junior/senior level software engineering class offered
at Knox College, a small, selective liberal arts
college. It presents the reasoning for the design of
the course and gives some results from the course. The
course is somewhat novel in that it uses non-standard
texts, depends heavily on journal articles for a theory
component, and requires a large amount of writing and
individual and team oral presentations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moses:2003:DIV,
author = "Louise E. Moses",
title = "Design issues in the visual era",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "52--56",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782980",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Moses03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "In art, ``Design is composition. A design consists of
parts arranged into a coherent whole.'' In computer
science, ``The design lays out the classes and objects
needed in a program and defines how they interact.''
Are we not saying that software design is parts
(classes and objects) arranged into a coherent whole?
The paper looks at design principles as expressed in
beginning courses in these two seemingly disparate
disciplines. The majority of the paper is concerned
with the presentation of a minimal working vocabulary
for visual design issues. It concludes with some
observations about the worldviews from computer science
and from art, and the importance of making students
aware of the worldview of the typical user of their
products.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wirth:2003:NUE,
author = "Michael A. Wirth",
title = "{E}-notes: using electronic lecture notes to support
active learning in computer science",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "57--60",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782981",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Wirth03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Writing comprehensive, focused notes during a lecture
can be a challenging task for students. They often
spend most of the time actually writing notes with
little time to reflect on the material presented in the
lecture, or indeed to ask questions. Electronic lecture
notes are a clear and concise electronic form of
lecture notes provided openly to students. I use
e-notes to complement the material presented in my
lectures and experience has shown that they offer a
distinct learning advantage over traditional forms of
note taking. As students do not have to spend time
writing copious notes, they are generally more
attentive during class, being able to concentrate on
understanding the material. This allows them to become
actively engaged in the lecture, participating in class
discussions and asking pertinent questions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gabbert:2003:GCC,
author = "Paula Gabbert",
title = "Globalization and the computing curriculum",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "61--65",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782982",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Gabbert03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "One of the guiding principles of Computing Curriculum
2001 was to ensure that the computing curriculum was
international in scope. This article provides a model
for achieving this objective by identifying
globalization issues that are relevant to computer
science. The underlying premise of the model is that
technology has enabled globalization while
globalization drives technology. The article also
proposes three implementation models for integrating
the material into the curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jamba-Joyner:2003:PSD,
author = "Lisa Jamba-Joyner and William F. Klostermeyer",
title = "Predictors for success in a discrete math course",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "66--69",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782983",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Jamba-JoynerK03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Several factors, including grade-point average, math
SAT scores, performance in calculus and programming
courses, and results from a short pre-test were used in
an effort to predict student grades a discrete
mathematics course offered to computing science
students. Two factors, SAT and average programming
grade, were found to be significantly associated with
the final grade for the discrete math course.
Additionally, performance in the discrete math course
was positively correlated with performance in the
automata course required for computer science
students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{White:2003:CCI,
author = "Kent White",
title = "A comprehensive {CMPS II} semester project",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "70--73",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782984",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#White03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "The goal of this project was to help students tie
together the various concepts learned throughout the
Computer Science II class. The students were required
to use abstract classes for matrices and singly linked
list and provide a graphical solution to a maze solver.
The first step of the project had the students
construct a solution for a given maze. The solution was
kept simple by using the right hand rule for solving
mazes: always keep your right hand on a wall and you
will find a solution if it exists. After the students
had solved the problem of creating a solution the next
part of the project required them to create an actual
random maze. Using a matrix and a stack, the students
kept track of the path of a random solution. After a
solution path was generated the program was required to
generate a number of dead-ends. This project was very
challenging for the students. They enjoyed completing
it partially because it was graphical in nature and
they could visualize their solution.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Grable:2003:ICC,
author = "Ross Grable",
title = "Information characteristics for the curriculum",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "74--77",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782985",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Grable03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "A technical capstone course integrates course
knowledge, underscores the scientific nature of
computer science, and introduces professional and
graduate school topics. A capstone course brings
together knowledge from many subjects. An experiment
brings together many topics from the standard
curriculum that are hard to integrate into standard
courses. A common thread in state machines ties
together the diverse topics under the theme of
information characteristics. Each subject area is
related to a state machine view of information and uses
some specific mathematics skill. The experiment with
this approach has been successful.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pillay:2003:DIP,
author = "Nelishia Pillay",
title = "Developing intelligent programming tutors for novice
programmers",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "78--82",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782986",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Pillay03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "First year Computer Science students often encounter
difficulties when learning to write procedural and
object-oriented programs for the first time. This is
also true of students being exposed to a new
programming paradigm. One-on-one tutoring has proven to
be the most effective means of assisting first time
programmers overcome learning difficulties. However,
due to large class numbers and funding constraints the
provision of one-on-one tutoring is not usually
possible. Intelligent tutoring systems (ITSs) have
successfully been used to tutor novice programmers on a
one-on-one basis. Despite this, intelligent programming
tutors (IPTs) are not widely used and few such systems
have made their way into the classroom. This can be
attributed to the high developmental costs associated
with building IPTs. The paper firstly identifies the
facilities that must be provided by intelligent
programming tutors. In an attempt to reduce the costs
of developing IPTs, the paper proposes a generic
architecture for the development of intelligent
programming tutors. The paper specifies the components
that should comprise such an architecture and describes
the functions that must be performed by each
component.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Salcedo:2003:FCS,
author = "Michaelangelo Salcedo",
title = "Faculty and the 21$^s t$ century student in {USA}
higher education",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "83--87",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782987",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Salcedo03;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Salcedo:2003:FSC,
author = "Michaelangelo Salcedo",
title = "Faculty and the 21st century student in {USA} higher
education",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "83--87",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782987",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The present student body in higher educations is very
diverse and of a wide range of preparedness. Faculties
are challenged to reflect on their teaching and the
concerns and need of their students. Student
assessments reveal critical thinking skills, problem
solving skills and motivation and help faculty develop
better instructional designs. Introductory courses in
programming are of great consternation to faculty and
student alike. Ideas to revise present introductory
course in programming is presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Heines:2003:EXS,
author = "Jesse M. Heines",
title = "Enabling {XML} Storage from {Java} Applets in a {GUI}
Programming Course",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "88--93",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782988",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Heines03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sgml2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "XML, the Extensible Markup Language, is widely used in
graphical user interface (GUI) programming today to
both specify user interfaces and to hold the data
displayed in visual components. It is relatively
straightforward for Java applets to read and process
XML documents over the Web, but security restrictions
make it complex to store those documents back on the
server after they have been modified. This paper
describes a set of cooperating programs and their
underlying algorithms that allow Java applets to read
XML documents from --- and, more importantly, to store
those documents back to --- a Java-enabled Web server.
The author uses this approach in a GUI programming
course to provide students who implement their projects
as Java applets with the ability to use the full power
of XML and its related technologies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Phillips:2003:CSC,
author = "Andrew T. Phillips and C. Alex Buerkle",
title = "A computational science case study: classification of
hybrids using genetic markers and maximum-likelihood
estimates",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "94--98",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782989",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#PhillipsB03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "A self-contained undergraduate level ``case study'' in
computational science/biology is described. The
application presented brings together genetics,
statistics, and numerical methods into a unified course
project. The project we describe involves a statistical
model and genetic classification of individuals that
may be the result of hybridization between genetically
divergent parents. Actual data consist of inherited
genetic markers, which allow the evaluation of
alternative model parameters by a maximum-likelihood
technique. In the implementation of the classification
model, the project provides opportunities for the use
of numeric computing in C/C++ using libraries like the
GNU Scientific Library for the computation of the model
parameters.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carl:2003:TDV,
author = "Stephen P. Carl",
title = "The treatment of deep vs. shallow copy in introductory
{C++} textbooks",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "99--102",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782990",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Carl03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "The default behavior of C++ compilers is to generate a
destructor, copy constructor, and assignment operator
for each class defined in source code, if that class
does not provide such. The constructor and assignment
operator generated perform a shallow copy of objects,
which is incorrect behavior for most objects that
contain pointers. Students must be taught to provide
these operators, and to write the copy constructor and
assignment operator such that they perform a deep copy
of objects. A survey of introductory C++ texts shows
that some authors do not explain this important topic
in a consistent or thorough way. Any instructor
beginning to teach C++ needs to understand this or face
the prospect of long hours debugging what otherwise
would seem to be a straightforward assignment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bernick:2003:FMP,
author = "Jonathan P. Bernick",
title = "The {Flo-and-Mac} problem: a tool for encouraging
undergraduate research",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "103--106",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782991",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Bernick03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "It has historically been difficult to persuade
undergraduates to become involved in research, in part
due to the difficulty of making meaningful research
problems accessible to such students. This paper
describes the Flo-and-Mac problem, an open-ended
research problem specifically designed to be accessible
to undergraduates, and to enable them to make a
meaningful contribution to a scientifically interesting
investigation. Perspectives from which the Flo-and-Mac
problem can be investigated are examined, and the use
of the problem as a pedagogical tool and tournament
problem is discussed. It is concluded that Flo-and-Mac
problem is a viable tool for these purposes, and
further investigation is recommended.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Acharya:2003:LHM,
author = "Mithun Acharya and Robert Funderlic",
title = "{`Laurel and Hardy'} model for analyzing process
synchronization algorithms and primitives",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "107--110",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782992",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#AcharyaF03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "The initial software solutions to solve the Process
Synchronization problems, which ultimately led to the
use of Semaphores are usually hard for a beginner to
understand and appreciate. The reason is that one has
to do lots of book keeping in tracing these algorithms,
which involve multiple processes and variable
instances. In order to prove the correctness of any
synchronization problem, it has to be tested over the
Critical Section conditions which again might be a
tough exercise. In this paper we propose a model called
``Laurel and Hardy'' to understand and prove the
(in)completeness of the software solutions to the
Process Synchronization problem. A series of dramas is
enacted between the two comedians Laurel and Hardy
which makes understanding of synchronization problem
solutions and testing it over Critical Section
conditions very simple. We attempt to convince the
readers that Laurel and Hardy model can be used as a
potential tool for the analysis of any synchronization
algorithms and also in assessing the (in)completeness
of it. In addition, Laurel and Hardy model can be used
as a teaching aid in beginner's Operating System
course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Burton:2003:TPO,
author = "Philip J. Burton and Russel E. Bruhn",
title = "Teaching programming in the {OOP} era",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "111--114",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782993",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#BurtonB03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "This paper argues in favor of teaching a course in
Procedural Programming first before a course in Object
Oriented Programming. The basis of the argument is that
considered as a paradigm, Object Oriented Programming
comes in addition to the Procedural Programming
paradigm and not as a replacement for it. In addition,
we discuss the mathematics prerequisites required for
programming and argue that Information Science
departments should insist that students receive a firm
foundation in traditional mathematical skills and that
the use of instructional technology should reinforce
these skills and not detract from them.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lorenzen:2003:RTP,
author = "Torben Lorenzen",
title = "The reverse trace: a programming tool",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "115--116",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782994",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Lorenzen03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "It is often difficult for a student to make the
transition from tracing programs that others have
written to writing her own first real program. The
author suggests that the student create a trace first
and then derive a program that would make that trace.
This method is fittingly called a reverse trace.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rolfe:2003:SAN,
author = "Timothy J. Rolfe",
title = "Spreadsheet-aided numerical experimentation: analytic
formula for {Fibonacci} numbers",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "117--119",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782995",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Rolfe03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Spreadsheet representations of recurrences allow
numerical experimentation with potential analytic
solutions to those recurrences. This paper uses a very
simple recurrence for which the analytic solution is
quite obvious when one examines the values generated by
the recurrence, and then examines another recurrence
for which the solution is not obvious.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mason:2003:CCH,
author = "John Mason",
title = "Comments considered harmful",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "120--122",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782996",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Mason03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Many beginning computer science students are reluctant
to comment their work. They see comments as a waste of
time at best. This paper examines how this attitude
arises and presents some strategies to change this
attitude before it's too late.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Naps:2003:ERV,
author = "Thomas L. Naps and Guido R{\"o}{\ss}ling 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.
{\'A}ngel Vel{\'a}zquez-Iturbide",
title = "Exploring the role of visualization and engagement in
computer science education",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "131--152",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782998",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#NapsRADFHKMMRV03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Visualization technology can be used to graphically
illustrate various concepts in computer science. We
argue that such technology, no matter how well it is
designed, is of little educational value unless it
engages learners in an active learning activity.
Drawing on a review of experimental studies of
visualization effectiveness, we motivate this position
against the backdrop of current attitudes and best
practices with respect to visualization use. We suggest
a new taxonomy of learner engagement with visualization
technology. Grounded in Bloom's well-recognized
taxonomy of understanding, we suggest metrics for
assessing the learning outcomes to which such
engagement may lead. Based on these taxonomies of
engagement and effectiveness metrics, we present a
framework for experimental studies of visualization
effectiveness. Interested computer science educators
are invited to collaborate with us by carrying out
studies within this framework.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dougherty:2003:ITF,
author = "John P. Dougherty and Tom Dececchi and Tony Clear and
Brad Richards and Stephen Cooper and Tadeusz Wilusz",
title = "Information technology fluency in practice",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "153--171",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.782999",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#DoughertyDCRCW03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Recent work has stressed the importance of fluency
with information technology (IT) in the modern world.
This report presents a set of context profiles that
detail courses and programs to realize increased IT
fluency across a small sampling of academic
institutions. The goal is to provide some
representative examples for other schools interested in
addressing the issues associated with IT fluency.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dick:2003:ASC,
author = "Martin Dick and Judy Sheard and Catherine C. Bareiss
and Janet Carter and Donald Joyce and Trevor Harding
and Cary Laxer",
title = "Addressing student cheating: definitions and
solutions",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "172--184",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.783000;
http://www.cs.kent.ac.uk/pubs/2003/1645",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#DickSBCJHL03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Techreports/UKent.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
keywords = "plagiarism",
submission-id = "8518_1057329638",
}
@Article{Henderson:2003:MDS,
author = "Peter B. Henderson and Lewis E. Hitchner and Sister
Jane Fritz and Bill Marion and Christelle Scharff and
John Hamer and Charles Riedesel",
title = "Materials development in support of mathematical
thinking",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "185--190",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.783001",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#HendersonHFMSHR03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Our ITiCSE 2002 working group 'Materials Development
in Support of Mathematical Thinking' identified the
development of an on-line repository as the best
mechanism for organizing and disseminating materials
promoting mathematical thinking in computer science
education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lawhead:2003:RMT,
author = "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",
title = "A road map for teaching introductory programming using
{LEGO{\TM} Mindstorms} robots",
journal = j-SIGCSE,
volume = "35",
number = "2",
pages = "191--201",
month = jun,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/782941.783002",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:02 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#LawheadDBGSBH03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Techreports/UKent.bib;
http://www.cs.kent.ac.uk/pubs/2003/1666",
abstract = "In this paper, we describe a recent trend in the
introductory computer science curriculum which
advocates conceptualizing computation primarily as
coordinated concurrent activities [8], [9], [10].
Consistent with this philosophy is the focus on the
event-driven model of computation [7]. While one can
utilize these approaches with any thread and/or event
supporting object-oriented language (e.g., Java) in a
desktop programming environment, they become
particularly worthwhile when used in conjunction with
physical robots. This paper argues the case for the
benefits of this approach and provides sample exercises
that illustrate the use of this pedagogy using Lego
Mindstorms RCX bricks programmed in Java for use in
introductory programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
keywords = "robotics CS1 CS2 object-oriented Java 2nd tier
students computing and interaction computer controlled
models",
submission-id = "26462_1059492011",
}
@Article{Papadimitriou:2003:MST,
author = "Christos H. Papadimitriou",
title = "{Mythematics}: storytelling in the teaching of
computer science and mathematics",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "1--1",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961513",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 8th Annual Conference on Innovation
and Technology in Computer Science Education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Knuth:2003:BE,
author = "Donald E. Knuth",
title = "Bottom-up education",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "2--2",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961514",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "People who discover the power and beauty of
high-level, abstract ideas often make the mistake of
believing that concrete ideas at lower levels are
relatively worthless and might as well be forgotten.
The speaker will argue that, on the contrary, the best
computer scientists are thoroughly grounded in basic
concepts of how computers actually work, and indeed
that the essence of computer science is an ability to
understand many levels of abstraction simultaneously.
Therefore he has put considerable effort into the
design of a RISC machine called MMIX, as an aid to
computer science educators. MMIX is intended to be
simple and clean yet realistic. Many tools have been
built to simulate the MMIX architecture, and more are
under development.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hazzan:2003:CSA,
author = "Orit Hazzan",
title = "Cognitive and social aspects of software engineering:
a course framework",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "3--6",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961516",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This article focuses on teaching and learning human
aspects of Software Engineering (SE). Based on several
classes that the author taught on the subject, the
article describes a framework for a course that deals
with cognitive and social aspects of SE. In these
classes students worked in teams, and the lessons
consisted of lectures, activities, class discussions,
and student presentations. The activities which
students worked on aimed to address two of the human
aspects of SE: the cognitive aspect and the social
aspect. Each of these aspects was discussed on the
individual level and on the team level. The paper
describes selected activities taken from these
classes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Christensen:2003:STS,
author = "Henrik B{\ae}rbak Christensen",
title = "Systematic testing should not be a topic in the
computer science curriculum!",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "7--10",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961517",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we argue that treating ``testing'' as an
isolated topic is a wrong approach in computer science
and software engineering teaching. Instead testing
should pervade practical topics and exercises in the
computer science curriculum to teach students the
importance of producing software of high quality. We
point out that we, as teachers, are partly to blame
that many software products are of low quality. We
describe a set of teaching guidelines that conveys our
main pedagogical point to the students: that systematic
testing is important, rewarding, and fun, and that
testing should be an integrated part of any software
development process.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Patterson:2003:IUT,
author = "Andrew Patterson and Michael K{\"o}lling and John
Rosenberg",
title = "Introducing unit testing with {BlueJ}",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "11--15",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961518",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The teaching of testing has never been easy. The
introduction of object orientation into first year
courses has made it even more difficult, since more and
smaller units need to be tested more often. In
professional contexts this is addressed by the use of
testing support software. Unfortunately, no adequate
software to support testing for introductory students
is widely available, leaving teachers and students of
first year courses struggling. In this paper we
describe an attempt to address this problem by
combining two existing systems that partly address our
needs. We describe an integration of JUnit into BlueJ,
which creates a testing tool that exhibits the
flexibility and ease-of-use of the BlueJ system
combined with the structured unit test approach
provided by JUnit.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barros:2003:ULE,
author = "Jo{\~a}o Paulo Barros and Lu{\'\i}s Estevens and Rui
Dias and Rui Pais and Elisabete Soeiro",
title = "Using lab exams to ensure programming practice in an
introductory programming course",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "16--20",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961519",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The high variability of students' backgrounds
typically found in introductory programming courses
creates additional difficulties to foster motivation
and ensure the desired competency and retention rates.
This paper presents and discusses the results of
applying an assessment methodology strongly based upon
lab exams (or on-computer exams) with the objective of
ensuring programming practice competency while
maintaining students' motivation. It discusses the
difficult balances of several assessment methods,
details the used assessment methodology and finally
presents students results and views. These show that
lab exams, although more demanding then group
assignments, can be made popular among students if they
perceived them as fairer.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ramakrishan:2003:MSL,
author = "Sita Ramakrishan",
title = "{MUSE} studio lab and innovative software engineering
capstone project experience",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "21--25",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961521",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents our rationale in setting up an
innovative studio lab called the MUSE (Monash
University Software Engineering) Studio Lab for our
final year undergraduate Software Engineering students
in 2002, an evaluation of the outcomes for 2002 and
plans for 2003 and beyond. We describe the Monash
University Software Engineering (MUSE) Strategy to make
the MUSE culture and MUSE agile process branding
visible through the MUSE Studio Lab for the learners,
academics, management and the outside world of academia
and industry. This strategy is aimed at supporting a
continuum of learning styles in three units in the
final year of our Bachelor of Software Engineering
Program. The teaching/learning model used is a
predominantly constructivist/student-centered/active
learning approach for the Capstone SE project (Studio
unit), and a constructivist approach for the Honours
Research thesis unit. A more traditional teaching
approach is used for the Systems Validation,
Verification, Quality \& Standards unit based on
traditional instructional design model which is
objectivist in view of learning. We also provide
details of the middle weight process that student
groups follow in their full year SE Capstone project.
At MUSE Studio, we have fused pedagogy with
technology.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goold:2003:PPP,
author = "Annegret Goold",
title = "Providing process for projects in capstone courses",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "26--29",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961522",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Our capstone course has undergone a number of
evolutionary changes over the past few years. It was
restructured to provide more realistic experiential
learning with the introduction of larger software
development projects involving 'real clients
(sponsors)' and larger student teams with a mix of
students across disciplines. We have introduced a
project management focus into the course that allows
for a more structured process of product development.
This restructure was possible because the curriculum
prior to the project course emphasized teamwork and
project management. This paper provides some background
about our capstone course and the significance of the
contribution made by two other courses taken earlier in
the programme.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Linos:2003:SLP,
author = "Panagiotis K. Linos and Stephanie Herman and Julie
Lally",
title = "A service-learning program for computer science and
software engineering",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "30--34",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961523",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents a service-learning educational
program called EPICS (Engineering Projects In Community
Service). It also describes our efforts and experiences
from incorporating this program within a Computer
Science and Software Engineering curriculum. Our paper
concludes by discussing various key challenges and some
early lessons learned while crafting such program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Koldehofe:2003:ISV,
author = "Boris Koldehofe and Marina Papatriantafilou and
Philippas Tsigas",
title = "Integrating a simulation-visualisation environment in
a basic distributed systems course: a case study using
{LYDIAN}",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "35--39",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961524",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Distributed algorithms can be difficult to understand
as well as to teach. A way to provide students with an
experience of the execution of a distributed algorithm
is the use of a simulation-visualisation environment.
In this work we present a case study of integrating a
simulation-visualisation environment into a distributed
system course. We evaluate a distributed system
assignment in which students used LYDIAN, an extensible
library for distributed algorithms and animations, to
implement their algorithms. In our study neither the
teachers nor the students had earlier class experience
with LYDIAN. The feedback received gives valuable
information on what simulation-visualisation
environments for distributed algorithms need to provide
in order to be successfully used in class. We are not
aware of any similar study in the area of distributed
computing. However, the feedback we have received shows
the significance of such evaluations to help users
improve their performance and help them to acknowledge
the wealth of tools they are provided.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parker:2003:MEC,
author = "J. R. Parker and Katrin Becker",
title = "Measuring effectiveness of constructivist and
behaviourist assignments in {CS102}",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "40--44",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961526",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Two approaches to setting programming assignments are
compared, using actual assignment and solutions from
two distinct CS102 lecture sections during the same
semester. The complexity and effort represented by the
solutions is compared using software engineering
metrics, giving a measure of the effectiveness of the
two assignments sets, and student performance in
successor courses is also examined.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sheard:2003:ICP,
author = "Judy Sheard and Martin Dick",
title = "Influences on cheating practice of graduate students
in {IT} courses: what are the factors?",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "45--49",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961527",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents an analysis of results of a survey
of graduate students in IT courses that aimed to gain
an understanding of their views of cheating and
knowledge of their cheating practice. The survey was
part of an investigation into the cheating behaviour of
IT students within the Faculty of Information
Technology of Monash University. Using a factor
analysis technique, categories of cheating behaviour
and categories of reasons that could cause cheating or
prevent cheating were identified. These were then used
to determine possible influences on different types of
cheating behaviour. A search of the literature has
shown that there is a scarcity of studies of cheating
behaviour of IT students, especially at the graduate
level. The results of this study are informing an
education program and development of policy on student
cheating within our Faculty.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thomas:2003:EEM,
author = "Pete Thomas",
title = "The evaluation of electronic marking of examinations",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "50--54",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961528",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper discusses an approach to the electronic
(automatic) marking of examination papers, in
particular, the extent to which it is possible to mark
a candidate's answers automatically and return, within
a very short period of time, a result that would be
comparable with a manually produced score. The
investigation showed that there are good reasons for
manual intervention in a predominantly automatic
process. The paper discusses the results of tests of
the automatic marking process that in two experiments
yielded grades for examination scripts that are
comparable with human markers (although the automatic
grade tends to be the lower of the two). An analysis of
the correlations between the human and automatic
markers shows highly significant relationships between
the human markers (between 0.91 and 0.95) and a
significant relationship between the average human
marker score and the electronic score (0.86).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Redmond:2003:EIM,
author = "James A. Redmond and Cathal Walsh and Adrian
Parkinson",
title = "Equilibrating instructional media for cognitive
styles",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "55--59",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961529",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Two types of instructional (Text and Web) that had
been used in a previous study [1] were adapted to
accommodate Cognitive Style preferences for Witkin's
Field-dependent [2] and Riding's Imager [3]. Ninety six
Information Systems students were randomly allocated to
each of these environments and their Cognitive Styles
were assessed. The students studied an Introductory
Course in Artificial Intelligence one hour per week for
six weeks after which they were assessed by a one hour
exam. It was found that Field-dependents and
Field-independents performed similarly in both
environments as indicated by their examination scores
demonstrating the success of the adaption of both
environments for Field-dependents. The adaptation for
Imagers as measured by Riding's CSA [3] was not
successful as Verbalisers performed better than Imagers
in both Text and Web. This raises questions about the
stability of Riding's Verbaliser/Imager dimension.
People performed significantly better in the Text
environment than in the Web environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McDowell:2003:EPP,
author = "Charlie McDowell and Brian Hanks and Linda Werner",
title = "Experimenting with pair programming in the classroom",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "60--64",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961531",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "There is now a substantial body of evidence in support
of the use of pair programming in the classroom[3, 4,
10, 11, 13, 14]. Some of the data is anecdotal and some
is the result of formal experiments. We are not aware
of any published data that raises concerns about
allowing students to complete programming projects
using pair programming. In this paper we present data
from three studies performed at UCSC. All three studies
support the position that pair programming results in
more student learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Schwarm:2003:MCU,
author = "Sarah Schwarm and Tammy VanDeGrift",
title = "Making connections: using classroom assessment to
elicit students' prior knowledge and construction of
concepts",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "65--69",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961532",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Students bring prior knowledge and experiences to the
classroom. According to the constructivist learning
theory, students incorporate new knowledge into their
existing knowledge frameworks. We used Classroom
Assessment Techniques in an information technology
course to elicit the construction of knowledge process.
We found that CATs and instructor feedback can help
shape and reveal this construction process. For
example, responses to CATs revealed students'
understandings of variables, digital representation,
and iteration in the information technology domain.
Some students claimed that the CATs helped put new
ideas into their own words and helped them simplify the
concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lynch:2003:WCS,
author = "Kathy Lynch and Selby Markham",
title = "The winds of change: students' comfort level in
different learning environments",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "70--73",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961533",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The information technology workforce now more than
ever requires graduates to be ready to 'produce' the
instant they 'hit the ground'. The core discipline
knowledge and skills haven't changed dramatically over
the years, but the 'soft skills' have changed and have
become more important than ever. Undergraduate
information technology degree must prepare graduates
for the workforce, and not just transmit the discipline
knowledge for them to achieve 'academically'. To ward
off this, a change is required in the pedagogy, and
consequently the learning environment for information
technology students. With this is mind, Monash
University introduced a studio model of teaching and
learning into its Bachelor of Information Systems
degree program. During the three years of the program
students are confronted with two very different
pedagogical models of teaching and learning. Seventy
five percent of the program is taught in a traditional
manner, the remaining twenty five percent is taught
within a studio context. The first section of the paper
briefly outlines a crude description of the traditional
learning environment and the studio learning
environment underpinning the IT studio-model that is
used in the Bachelor of Information Systems at Monash
University. The second section of the paper reports on
a quantitative research study that examined students'
opinions of which type of model (studio or non-studio)
best meets their learning needs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moody:2003:IQA,
author = "Daniel L. Moody and Guttorm Sindre",
title = "Incorporating quality assurance processes into
requirements analysis education",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "74--78",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961534",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The traditional thrust of software quality assurance
has been to use ``brute force'' testing at the end of
development. However quality assurance in the early
phases of development is an order of magnitude more
cost effective than testing done at the end of
development. This paper describes the introduction of
quality reviews as a learning activity into an
undergraduate requirements analysis course, and
evaluates the effectiveness of this in improving
learning. In the absence of any standard instrument for
evaluating learning effectiveness, we developed a
survey instrument called the Learning Effectiveness
Survey. Using this instrument, learning effectiveness
is evaluated in the context of the learning goals of
the course (short term learning), and in the context of
the broader educational programme and future working
life (long term learning). It also provides feedback on
the learning intervention and how it can be improved.
While the intervention was moderately successful in its
first application, a great deal was learned about how
it could be improved next time.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ratcliffe:2003:CCD,
author = "Mark Ratcliffe and Lynda Thomas and Wayne Ellis and
Benjy Thomasson",
title = "Capturing collaborative designs to assist the
pedagogical process",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "79--83",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961536",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a project being undertaken at the
University of Wales, Aberystwyth that captures
students' designs in an attempt to improve the
pedagogy. To enhance their understanding of object
oriented programming, students are given an environment
that enables distance working and encourages group
collaboration whilst capturing all aspects of
development of their designs. To enhance the teaching
of programming and software design, instructors are
given access to complete design histories enabling them
to better understand how the students view their design
processes, the problems that arise and the steps that
they take to resolve them.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dann:2003:OVB,
author = "Wanda Dann and Toby Dragon and Stephen Cooper and
Kevin Dietzler and Kathleen Ryan and Randy Pausch",
title = "Objects: visualization of behavior and state",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "84--88",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961537",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Animated program visualization can be used to support
innovative instructional methods for teaching beginners
about objects, their behavior, and state. In this
paper, we present a discussion of methods that define
object behavior and character (class)-level state
variables that track state changes for $3$D animated
objects in small virtual worlds. We have found that
character-level methods provide a means to demonstrate
inheritance. Examples of worlds and program code used
in instructional materials are provided.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rasala:2003:EOV,
author = "Richard Rasala",
title = "Embryonic object versus mature object: object-oriented
style and pedagogical theme",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "89--93",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961538",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Traditional approaches to object-oriented style
emphasize classes with a basic set of constructors and
a minimal set of methods that when combined permit the
full potential of the instance objects to be realized.
This object-oriented style is probably modeled on the
style used in mathematics and logic to develop a system
based on a minimal set of axioms and operations. The
consequences of this style both in practice and in
pedagogy are that objects enter into existence in an
embryonic state and must be nurtured to maturity by a
sequence of method calls that tweak behavior and/or add
data. Although this minimalist approach is useful in
the first stages of teaching objects and in exploratory
design, we suggest that most designs should evolve
towards building classes with a rich set of
constructors and methods so that the instance objects
may be born mature, that is, ready to use in the
program without further tweaking. In particular, we
believe that if students are taught to design in this
manner, then they will be more effective both as
students and as computing professionals. The ideas in
this article have developed from our experience in
designing the Java Power Tools (JPT) and in applying
these tools to build many labs and demo programs. We
found that using the traditional minimalist design
approach hindered our ability to rapidly develop
interesting applications. Gradually, we evolved both
the tools and the examples to be far richer and have
found that our development time has been dramatically
reduced. We believe that those who teach objects may be
interested in these principles even if they choose to
work with entirely different tools and examples.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nevison:2003:TOE,
author = "Chris Nevison and Barbara Wells",
title = "Teaching Objects Early and Design Patterns in {Java}
Using Case Studies",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "94--98",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961539",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib",
abstract = "In order to teach object-oriented design and
programming in introductory computer science it is
imperative to teach objects from the very beginning of
the course. The use of interacting objects is motivated
by examples with an inherent complexity. We suggest
that a case study approach to teaching object-oriented
programming can provide a context with simplicity
within complexity, so that simple versions of the case
study program or simple pieces of a more complex
program can be used to teach concepts at an
introductory level. A case study provides a setting
where a progression of successively more sophisticated
programs can be developed to introduce standard topics
of the introductory course within an increasingly
familiar context. At the same time, the design of these
programs can illustrate some of the fundamental
principles of object-oriented design as embodied in
basic design patterns.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Granger:2003:CDP,
author = "Mary J. Granger and Joyce Currie Little",
title = "Classroom discussions: policies and responsibilities
of {Internet Service Providers}",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "99--103",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961541",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Since the early to mid 1990s, with the advent of easy
to use browser software, the Internet has become
available to those outside the community of researchers
and knowledgeable users. Currently, anyone with
computing and some type of networking capability is
able to connect to the internet: some still through
University and work-place links, others through
internet Service Providers (ISPs). For their customers,
these ISP provide an entry point into the Internet and
may control or monitor activities on the Internet.
Additionally, since the Internet is an international
network, it should not be overlooked that some
governments control access or the ISPs, which presents
a different set of issues than those encountered in the
United States. The purpose of this paper is to raise
awareness of policies and responsibilities of Internet
Service Providers related to usage of the Internet. It
is suggested that these issues be incorporated in
classroom discussions. Some of the topics which may be
explored by using ISPs policies in an educational
setting are intellectual property concerns, 'cookies,'
third party sites and access, collection of personal
information --- what, how and usage, security of
information, regulation of children's access to the
Internet, globalization issues and legal issues arising
with the use of an ISP to access the Internet.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Guzdial:2003:MCC,
author = "Mark Guzdial",
title = "A media computation course for non-majors",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "104--108",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961542",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computing may well become considered an essential part
of a liberal education, but introductory programming
courses will not look like the way that they do today.
Current CSI course are failing dramatically. We are
developing a new course, to be taught starting in
Spring 2003, which uses computation for communication
as a guiding principle. Students learn to program by
writing Python programs for manipulating sound, images,
and movies. This paper describes the course development
and the tools developed for the course. The talk will
include the first round of assessment results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Andersen:2003:TPL,
author = "Peter B{\o}gh Andersen and Jens Bennedsen and Steffen
Brandorff and Michael E. Caspersen and Jesper
Mosegaard",
title = "Teaching programming to liberal arts students: a
narrative media approach",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "109--113",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961543",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we present a new learning environment to
be used in an introductory programming course for
students that are non-majors in computer science, more
precisely for multimedia students with a liberal arts
background. Media-oriented programming adds new
requirements to the craft of programming (e.g.,
aesthetic and communicative).We argue that multimedia
students with a liberal arts background need
programming competences because programmability is the
defining characteristic of the computer medium. We
compare programming with the creation of traditional
media products and identify two important differences
which give rise to extra competences needed by
multimedia designers as opposed to traditional media
product designers. We analyze the development process
of multimedia products in order to incorporate this in
the learning process, and based on this we present our
vision for a new learning environment for an
introductory programming course for multimedia
students. We have designed a learning environment
called Lingoland with the new skills of media
programming in mind that hopefully can help alleviate
the problems we have experienced in teaching
programming to liberal arts students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Huang:2003:TUS,
author = "Timothy Huang and Frank Swenton",
title = "Teaching undergraduate software design in a liberal
arts environment using {RoboCup}",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "114--118",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961544",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Most large research universities include a software
design or software development course as a required or
elective component of an undergraduate computer science
major. For various reasons, some institutions,
including many liberal arts colleges and primarily
undergraduate institutions, do not. In this paper, we
present a software design course, tailored to
undergraduate computer science students within a
liberal arts environment, based on the RoboCup soccer
simulation platform. We describe the course curriculum
and outline its goals, which student evaluations
suggest it achieved. We also outline the features of
our ``NewKrislet'' soccer player, which provides an
elementary but sufficiently functional entry point to
Robocup client design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jones:2003:RCC,
author = "Edward L. Jones and Clement S. Allen",
title = "Repositories for {CS} courses: an evolutionary tale",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "119--123",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961546",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a simple Unix-based repository
that supports programming intensive courses. Initially
motivated by the need to capture sample artifacts for
the capstone course sequence, the repository has
evolved to support program submission, on-line testing,
and automated program grading. Repository features
enforce naming conventions, assignment due dates, while
supporting the use of Unix in programming classes. The
repository also facilitates consistent on-line program
compilation and execution. Repository utilities are
provided to support first-time adoption, for archiving
repositories from past terms, and for establishing
repositories for a new academic term. Results from the
transfer of the technology to first-time adopters are
presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yehezkel:2003:MPE,
author = "Cecile Yehezkel",
title = "Making program execution comprehensible one level
above the machine language",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "124--128",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961547",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The aim of courses in computer organization at the
introductory level is not to produce qualified assembly
language programmers but rather, to make the program's
execution and the interaction with the hardware
comprehensible at the lower programming language level
(above machine code). We briefly describe an
environment developed with this aim. Recent findings on
the evaluation of visualization environment suggest
that the evaluation should focus on the way students
actually use these environments to better reveal the
expected outcomes. To clarify this issue, we used an
evaluation procedure based on this approach that
provides far-reaching conclusions on the impact of the
use of the environment on students' understanding of
program execution.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gegg-Harrison:2003:SPCa,
author = "Timothy S. Gegg-Harrison and Gary R. Bunce and Rebecca
D. Ganetzky and Christina M. Olson and Joshua D.
Wilson",
title = "Studying program correctness by constructing
contracts",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "129--133",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961548",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Because the concept of program correctness is
generally taught as an activity independent of the
programming process, most introductory computer science
(CS) students perceive it as unnecessary and even
irrelevant. The concept of contracts, on the other
hand, is generally taught as an integral part of the
programming process. As such, most introductory CS
students have little difficulty understanding the need
to establish contracts via preconditions and
postconditions. In order to improve teaching program
correctness concepts, we implemented ProVIDE, an
enhanced integrated development environment (IDE) for
Java [7]. Pro VIDE supports a modified version of the
``design by contract'' methodology [13] that assists
its student programmers in contract construction.
Rather than asking for both a precondition and
postcondition for each of his/her methods, ProVIDE asks
the student to simply supply a postcondition. ProVIDE
then helps the student construct the appropriate
precondition by leading him/her through an axiomatic
proof of the correctness of the method. Thus, the proof
of correctness of the method is a side-effect of the
student's need to construct an appropriate
precondition.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Allert:2003:CTA,
author = "James Allert",
title = "A companion technology approach to {CS1}: handheld
computers with concept visualization software",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "134--138",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961549",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "All incoming freshmen majoring in computer science at
the University of Minnesota Duluth (UMD) are required
to purchase a handheld computer with wireless
capability (HP/Compaq IPAQ). The integration of these
devices into the CSI curriculum was primarily achieved
by authoring and distributing a number of applications
written to allow students to interact with
visualizations of key concepts using their handheld
computers. Downloadable from the campus wireless
network and used in class (large lecture and
discussion) the contribution of these applications to
the course was substantial. The handheld computers and
accompanying visualization software served as course
companions, instantly providing meaningful content and
engaging instruction anywhere the student went, on
campus or off. Students rated the concept visualization
software as the most useful aspect of the course. The
success of this initiative leads to several important
conclusions about the relationship of handhelds to
laptops as learning tools, the importance of
visualization software and the successfull integration
of companion technology into the CS1 curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Robbert:2003:TED,
author = "Mary Ann Robbert and Catherine M. Ricardo",
title = "Trends in the evolution of the database curriculum",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "139--143",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961551",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper focuses on the current database curriculum
and how it reflects changes in the practice of data
management. The content of the database course is
determined using a series of three surveys given to
groups of database educators over a period of four
years. The results of these surveys are presented in
the paper and are used to indicate trends in database
courses as they are actually taught. The paper examines
the different focus choices used in the introductory
database course and describes how these have changed
during the period, 1999-2002. The paper also examines
how actual database curricula compare with the CC2001
curriculum recommendations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Haberman:2003:ART,
author = "Bruria Haberman and Ela Lev and Dorothy Langley",
title = "Action research as a tool for promoting teacher
awareness of students' conceptual understanding",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "144--148",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961552",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Assimilating a new CS curriculum requires appropriate
inservice training. The emphasis in the new CS
curriculum upon conceptual understanding requires
teachers to become aware of characteristic ways in
which students construct their knowledge and of common
student difficulties. In this paper we describe a
regional CS teacher workshop in which action research
was used to trigger changes in teachers' knowledge and
approach and especially to promote awareness of
students' conceptual understanding. The favorable
teacher evaluation of the workshop, and the action
research products indicate that the workshop design
promoted the beginning of a teacher change necessary
for assimilating the new CS curriculum and establishing
a collaborative community of teachers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pears:2003:SCR,
author = "Arnold N. Pears and Mats Daniels",
title = "Structuring {CSed} research studies: connecting the
pieces",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "149--153",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961553",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Changing conditions for teaching increase our
motivation to understand the teaching and learning
process. First time investigators of educational
settings often feel uncertain about what aspects are
involved and how to design a meaningful investigation.
This paper develops and describes an applied research
model with the objective of providing computer science
(CS) academics of with a structured overview of the
inter-disciplinary research components of CS education
research. The paper argues that adopting such a model
has the potential to enhance the maturity, significance
and applicability of CS education research studies by
placing them in a more complete research context. This
helps to make the outcomes more readily transportable
to other teaching and learning situations. One aim of
publicizing the model is to help inspire the growing
numbers of people who are becoming interested in CS
education research. In addition we hope to simplify the
task of gaining a rapid understanding of the research
design issues and options that are typically
involved.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2003:NPS,
author = "David Ginat",
title = "The novice programmers' syndrome of
design-by-keyword",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "154--157",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961554",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In the course of reading the description of a given
assignment, it is natural that associations with design
patterns directly tied to explicit keywords or phrases
in the assignment text will evolve. However, explicit
keywords may not always be the basis for the desired
solution. Implicit cues may yield a better outcome.
This paper presents a study of novice programmers who
are misguided by explicit keyword associations. The
study shows that students' tendency to
``design-by-keyword'' may sometime lead them to
incorrect or inefficient programming solutions. The
study displays student solutions to three CSI problems,
each answered in three different ways. The first two
ways reflect undesirable ``design-by-keyword''
outcomes, and the third way encloses the desired
solution, which demonstrates the importance of looking
for implicit cues.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sheard:2003:WBD,
author = "Judy Sheard and Jan Miller and Sita Ramakrishnan",
title = "{Web}-based discussion forums: the staff perspective",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "158--162",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961556",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Web-based discussion forums are used in a range of
undergraduate and graduate courses in the School of
Computer Science and Software Engineering at Monash
University. The enthusiastic adoption of these
facilities by students has impacted upon staff
workloads and recently concerns have been raised by
staff about the time and effort required to manage
them. Furthermore, it has been difficult to determine
the pedagogical value of these facilities and the level
of educational support they provide to the teaching and
learning community. This paper reports on staff use and
management of discussion forums in their courses, and
their perceptions of the value of these facilities as a
source of help for students and a mechanism to provide
feedback to staff. A final outcome of the study will be
the establishment of guidelines for staff and students
for the effective use of these facilities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Crescenzi:2003:TDE,
author = "Pilu Crescenzi and Gaia Innocenti",
title = "A tool to develop electronic course books based on
{WWW} technologies, resources and usability criteria",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "163--167",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961557",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An electronic course book (ECB in short) is a learning
module consisting of hyperdocuments with a functional
use of interactivity and multimedia, presented on the
WWW and/or CDROM [1]. In this paper we propose an ECB
producer application, which can assist any author in
the development of an ECB based on WWW usability
criteria and which presents a collection of several
multimedia elements which can enhance the process of
learning and which differentiate an electronic course
book from a classical paper book. The ECB, which
represents an electronic form of classroom support,
will turn out to be useful both to teachers, since they
will take advantage of the slide-based presentation of
the text and of the several simulation tools included
in the ECB, and to students, since they will be able to
learn by reading, by doing and by answering.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lass:2003:TTL,
author = "Robert N. Lass and Christopher D. Cera and Nathaniel
T. Bomberger and Bruce Char and Jeffrey L. Popyack and
Nira Herrmann and Paul Zoski",
title = "Tools and techniques for large scale grading using
{Web}-based commercial off-the-shelf software",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "168--172",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961558",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Courseware/Course Management Systems (CMS) such as
WebCT or Blackboard are an increasingly popular way to
provide a web presence for a course. However, their
current web-browser reliance makes it difficult for
them to provide functionality that could be useful to
computer science instructors. This paper describes our
augmentation of a CMS in a large introductory computer
science class. It further describes our enhancement of
the CMS by clientside software (i.e., residing on the
graders computer), written for use by the instructors
and graders. Finally, it indicates how conventional CMS
architecture can be extended to provide additional
functionality that would be desirable for computer
science instruction.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kurhila:2003:PPL,
author = "Jakko Kurhila and Miikka Miettinen and Petri
Nokelainen and Patrik Flor{\'e}en and Henry Tirri",
title = "Peer-to-peer learning with open-ended writable {Web}",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "173--177",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961559",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In spite of advances in educational technology, most
Web-based computer science courses rely on costly
pre-made learning materials. By shifting the emphasis
to peer-to-peer learning and other student-centred
learning principles, more meaningful learning process
can be accomplished, without preparing stand-alone
Web-courses. A course applying these principles is
presented along with a tool built for the purpose. The
tool offers the possibility to build a joint
information pool and publish new work while
constructing knowledge by collaborative annotation of
the information or published work. According to our
experience, transparency in the learning process is
also well-accepted and viewed beneficial by the
students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hazzan:2003:CSS,
author = "Orit Hazzan",
title = "Computer science students' conception of the
relationship between reward (grade) and cooperation",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "178--182",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961561",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The study presented in this article focuses on the
conceptions of computer sciences students of the
relationships between reward and cooperation in the
context of software development. Specifically, students
were faced with a conflict between their urge to
express personal skills, and the unavoidable need to
cooperate with their teammates. The results indicate
that if a given financial bonus is distributed among
team members, the majority of the students prefer that
a small portion of the bonus be allocated based on
individual contributions, while the majority of the
reward is divided equally among the team members. These
result are analyzed in the context of software
engineering education. Based on this study, this paper
suggests a tool which can be used by instructors, both
for forming of teams and for team evaluation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Demetriadis:2003:PSS,
author = "Stavros Demetriadis and Evangelos Triantfillou and
Andreas Pombortsis",
title = "A phenomenographic study of students' attitudes toward
the use of multiple media for learning",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "183--187",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961562",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Multimedia offer a variety of coding formats for
presenting information and this variability is
generally valued as a positive characteristic of any
multimedia learning environment. This study
investigates the idea that students' attitudes
concerning the use of multiple media for learning
exhibit a considerable variability (different feelings,
modes of use, preferences and dislikes) and information
about these various stances may help designers and
educators to better integrate and use multiple media
for educational purposes. Employing a phenomenographic
research methodology students' attitudes were recorded,
categorised and related to parameters such as their
learning styles. Results of the study indicate that (a)
visual dynamic media (animation and digital movies)
capture students' interest and generate subjective
feelings of better learning, (b) digital movies may
enhance the perceived authenticity of the educational
setting and this also increases students' interest, (c)
students transfer to the digital medium the need for
learning techniques that they use in the printed medium
and experience feelings of restriction if the
environment does not adequately support the same
techniques or satisfactory alternatives, (d) acceptance
of audio varies significantly depending on perceptual
preferences of students and (e) students displaying a
high abstract conceptualisation learning style express
preference for studying more abstract content using
printed matter.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Meeden:2003:UDS,
author = "Lisa Meeden and Tia Newhall and Doug Blank and Deepak
Kumar",
title = "Using departmental surveys to assess computing
culture: quantifying gender differences in the
classroom",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "188--192",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961563",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Male and female students often hold different views of
the culture within the same computer science
department. These differences may, in part, account for
why women are underrepresented in computer science. We
found that surveying students about their views of our
departments' environments was an important first step
in evaluating the cultures of our own departments, in
determining what issues needed to be addressed, and in
determining how to address them. Our survey results
revealed some problems in our classroom and lab
environments, and showed that there are gender
differences in students' perceptions of our
departments. We describe a set of changes that were
implemented in response to our findings. These
solutions are specifically designed to address problems
that we discovered through our student survey, but they
are not all original to us. The contribution of our
work is in demonstrating how surveying is critical to
identifying and understanding problems in our
departments. We argue that a process of continually
surveying students is vital to the maintenance and
evolution of a healthy computer science program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moorman:2003:SSH,
author = "Phoenix Moorman and Elizabeth Johnson",
title = "Still a stranger here: attitudes among secondary
school students towards computer science",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "193--197",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961564",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Numerous studies have examined the possible
explanations for the paucity of women with computer
science majors in undergraduate studies. Much of this
work has focused on the undergraduate years themselves.
We present results from a survey of American secondary
school students in advanced mathematics and computer
science classes. We conclude that both male and female
students continue to see computer science as a
primarily ``male'' field and to make their career
choices accordingly. We suggest two means to combat
this perception --- single-sex summer workshops for
secondary school girls and mother-daughter computer
science clubs for elementary school girls.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Turau:2003:HEH,
author = "Volker Turau",
title = "{HTTPExplorer}: exploring the hypertext transfer
protocol",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "198--201",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961566",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents HTTPExplorer, an interactive tool
to explore the Hypertext Transfer Protocol. The
intention is to use the tool in a course on web-based
applications to support the learning of HTTP, the most
significant protocol used on the internet today. A
web-based user-interface allows students to contact any
HTTP-Server connected to the internet, to issue a
request and to make the data flow between a client and
the server completely visible. The tool can be used by
novices to get first experience with HTTP and by
advanced users to experiment with more complex
features. We also report about some initial experience
gained in the usage of HTTPExplorer in a real course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rozanski:2003:IUE,
author = "Evelyn P. Rozanski and Nan C. Schaller",
title = "Integrating usability engineering into the computer
science curriculum: a proposal",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "202--206",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961567",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The authors propose a model for incorporating
usability engineering into the undergraduate computer
science curriculum using an example curriculum from an
accredited undergraduate computer science program in
the United States. This model proposes that
human-computer interaction and usability engineering
concepts be integrated throughout the computer science
curriculum rather than treated as disjoint topics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Azadegan:2003:UTC,
author = "S. Azadegan and M. Lavine and M. O'Leary and A.
Wijesinha and M. Zimand",
title = "An undergraduate track in computer security",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "207--210",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961568",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "To better prepare our graduates to face the challenges
in computer and information security, in Fall 2002,
Towson University launched an undergraduate track in
computer security for the computer science majors. This
paper describes the motivation behind this track and
discusses its structure and requirements.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{DAntonio:2003:IBA,
author = "Lawrence D'Antonio",
title = "Incorporating bioinformatics in an algorithms course",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "211--214",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961569",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we examine ways in which ideas from the
exciting new field of bioinformatics can be used in an
algorithms course intended for computer science majors.
Bioinformatics studies biological sequences such as DNA
or protein that are the building blocks of life.
Algorithms that involve searching, matching, or
combining such sequences are primary tools in
bioinformatics. These algorithms use many key ideas
that are important to the computer science major, such
as dynamic programming. In addition, bioinformatics
makes for an interesting and timely application that
can enliven the algorithms course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Murray:2003:EIJ,
author = "Keitha A. Murray and Jesse M. Heines and Michael
K{\"o}lling and Tom Moore and Paul J. Wagner and Nan C.
Schaller and John A. Trono",
title = "Experiences with {IDEs} and {Java} Teaching: What
Works and What Doesn't",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "215--216",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961571",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib",
abstract = "The environment chosen to teach Java can have a
profound effect on students' abilities to learn the
language. Panelists will report on their experiences
using different Java Interactive Development
Environments (IDEs) to teach Java and what they
identify as the strengthens and weaknesses of each IDE.
Each panelist will discuss the most important features
of the IDEs and related teaching pedagogies to address
``what works and what doesn't'' when teaching Java.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sobel:2003:ICA,
author = "Ann E. K. Sobel and Tim Lethbridge",
title = "{IEEE-CS\slash ACM} computing curricula: software
engineering volume",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "217--218",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961573",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "One of the problems in advancing the state of the
software engineering discipline is the inadequate
preparation of students entering the profession from
undergraduate computing programs. This panel reports on
the IEEE-CS/ACM Computing Curricula project and the
guidance it will provide for developing undergraduate
software engineering programs. In particular, the panel
will address the development process used to construct
the Software Engineering Volume, the contents of the
first draft of the Volume, and the application of the
software engineering curriculum guidelines to
international curriculum models.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adams:2003:CTC,
author = "Liz Adams and Mats Daniels and Annegret Goold and Orit
Hazzan and Kathy Lynch and Ian Newman",
title = "Challenges in teaching capstone courses",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "219--220",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961575",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Many of us run capstone project courses and do so in
different ways. The members of this panel come from
different countries, belong to different types of
institutions, teach in different computing disciplines
and the capstone projects they run also vary
considerably. Yet, there is a strong sense of consensus
about what a capstone project is and how valuable it is
as a learning experience for students. The panel
discussion will serve as an inspiration to develop new,
and change old capstone project courses. The main aim
is to discuss why, or why not, different approaches
work in a capstone project. What are the learning
objectives behind the approach? What are the problems?
What are the benefits? How is assessment managed? What
resources, tools and techniques are used to administer
and manage the projects?Concrete examples of how
capstone projects are run at the six institutions
represented by the panellists will be given, and issues
such as framework, methodologies, project examples and
technologies used in the process of producing projects
will be addressed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Impagliazzo:2003:CECb,
author = "John Impagliazzo",
title = "Computer engineering curriculum development",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "221--221",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961577",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster describes the development of a curriculum
for the area of computer engineering following the
Computing Curricula 2001 effort. It explains the
organization of the intended report and the elements
that encompass the body of knowledge for the proposed
curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2003:CPA,
author = "Robert D. Campbell and Elizabeth K. Hawthorne and Karl
J. Klee",
title = "Curricular projects of the {ACM} two-year college
education committee",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "222--222",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961578",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster presentation showcases the recent
accomplishments of the Two-Year College Education
Committee, a standing committee of the ACM Education
Board.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boshart:2003:GGX,
author = "Mark A. Boshart and Martha J. Kosa",
title = "Growing a {GUI} from an {XML} tree",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "223--223",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961579",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer science faculty in the current fast-paced
computing environment must be very resourceful; they
must constantly learn new topics and explain them to
their undergraduate students (who are familiar with the
acronyms and inquisitive about their meaning), while
not letting these exciting new topics overshadow the
fundamentals. They must analyze these new developments
to see the fundamental concepts that ultimately serve
as their basis. They must then determine how to
integrate these concepts into the undergraduate
curriculum at the correct level for their students.
This poster shows how XML (eXtensible Markup Language)
and hierarchical data structures are correlated,
allowing instructors to add XML concepts to the CS2
curriculum in a way that is fun for students, namely,
GUI development. Students typically enjoy designing
their GUIs. They find it is hard to understand how a
GUI will look without the visual aid of an IDE
(Integrated Development Environment). However, when
using an IDE, the details of how the user interface is
created are hidden from the programmers --- not just
the code, but the design principles as well. The
programmers can become dependent on the IDE for GUI
development, limiting their ability to design novel
interfaces. In addition, students who do not use an IDE
at all find it difficult to remember all their GUI
component relationships, making GUI design a trial and
error process. We seek a way for students to design
GUIs that forces them to consider how GUIs are
constructed, improving their design skills, while at
the same time making the design process as
straightforward as possible. GUIs are hierarchical in
nature because they are based on containers holding GUI
components, which may themselves be containers. Thus,
it may be helpful to utilize the notion of a tree in
the construction of a GUI, allowing development of GUIs
without the dependence on a standard IDE and without
many of the difficulties of GUI construction by hand.
As students typically learn about trees in CS2, this is
an appropriate time to introduce GUI hierarchies.
Students are also often eager to be exposed to hot
topics in computer science, such as XML. XML is
hierarchical in nature; thus, it lends itself to GUI
design. We propose integrating these ideas into an
``XML-based IDE'' that students can use in the
beginning stages of development for their own GUIs.
This makes students aware of the hierarchical nature of
their GUIs in the design phase, enhancing their ability
to develop useful and creative user interfaces. At the
same time, students are exposed to basic XML concepts
and syntax. Our ``XML-based IDE'' has two important
parts: our markup language and our code generator.
First, we developed a preliminary XML schema describing
a grammar for basic GUI programs. This schema describes
the XML tags and the relationships among them. Our XML
tags correspond to Java nomenclature (swinggui, jframe,
jpanel, jcomponent, listener, layout, etc.) as our CS2
students program in Java. After developing our schema,
we implemented a Java program to translate an XML
document conforming to our schema to corresponding Java
source files. To build a shell of a GUI program, a
student needs to write an XML document describing the
interface and run our utility program to generate the
Java source files. When the Java source files are
compiled and executed, the student can see the
resulting GUI. The student only needs to design and
implement the event-handling algorithms. Our
``XML-based IDE'' demonstrates the usefulness of XML in
other areas besides the World-Wide Web and is a
refreshing change from the standard XML examples. We
believe that our ``XML-based IDE'' is a practical and
fun way to introduce XML into the introductory computer
science curriculum without sacrificing fundamental
concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ragonis:2003:MLD,
author = "Noa Ragonis and Bruria Haberman",
title = "A multi-level distance learning-based course for
high-school computer science leading-teachers",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "224--224",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961580",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this poster we present a flexible model for a
multi-level distance learning-based teacher training.
The model was implemented to introduce curricular and
pedagogical aspects of teaching logic programming (LP)
to high-school computer science in-service
leading-teachers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Holloway:2003:DMS,
author = "Jonathan Holloway and Mark Ratcliffe",
title = "Development of a {MLE} by students for students using
extreme programming techniques",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "225--225",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961581",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the approach taken to develop
Tweek; a student centered learning environment; an
environment that supports learning in the real sense of
the word.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gray:2003:ECC,
author = "Kathleen Arnold Gray and Mark Guzdial and Spencer
Rugaber",
title = "Extending {CRC} cards into a complete design process",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "226--226",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961582",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Ectropic Design is a feature-oriented, collaborative
design method, patterned on Open Source software
development. Software evolves ectropically through the
continuous augmentation of its features, which are
bound to specific program goals. These evolving
features are defined in terms of the end-user goals the
features achieve and how the features interact, both
statically and dynamically, with other features. By
binding source code and collaboration technology to
identified program goals, Ectropic Design provides
developers with the necessary mechanisms to enhance
software continuously, while maintaining the conceptual
integrity of the program. Ectropic Design is taught as
a part of our curriculum's Sophomore required course on
Objects and Desig. In the course, we introduce students
to CRC cards (Class, Responsibility, Collaborator
cards) and scenarios. Traditionally, CRC cards are
simply 3x5 index cards, one for each class being
considered in a design, annotated with two columns: One
for the responsibilities of that class, and the other
with the collaborators that the class will need to
complete the responsibilities. Scenarios are narrative
descriptions of how the system being designed should
respond to user-initiated events. We have students
understand enjoy, and actually use CRC cards in the
introductory object-oriented design process. We
attempted to teach a more sophisticated design process
that would grow upon the students' interest in CRC
Cards, and we provided a design tool to support that
process. The Ectropic Collaborative Design Environment,
ECoDE, is a development tool designed to capture CRC
Cards and Scenarios, and it provides a natural
mechanism for tying these two design notions to the
underlying code the students were writing. The results
of using ECode in the class were not as promising as we
had hoped. Students did develop much better scenarios
than they had in the past, but they did not use the
ties to code at all. More importantly, students found
that ECoDE actually stifled their collaborations: With
current computer monitors, it's much easier to gather
around a table full of 3x5 cards than a screen of
graphical index cards. Students expressed frustration
in having to learn how to use ECoDE, and indicated that
they were more comfortable with pencil and paper. An
important indicator of the usability of ECoDE was the
decision of the student whether to use ECoDE for the
final two design submissions ---for it they were free
to choose not to use ECoDE. It is interesting to note
that 68.5\% of the students voluntarily chose to use
ECoDE. The top reason given for choosing to use ECoDE
was its simplicity in updating their previous design
versions. Of the students who chose not to use ECoDE,
the reason most frequently given was that they
preferred pencil and paper (44\%). Subjectively, the
subject group documentation was much more detailed in
nature. Many of the subject group students demonstrated
a clearer personal understanding of their actual
design. A high level conclusion of our study could be,
``Beginning students will not willingly use a detailed
design process'', but that is a little too simplistic.
The students did appreciate CRC cards and willingly
used them. They did also use some of the aspects of the
Ectropic Design process, such as the emphasis on
scenarios. But simply putting things in a computer tool
does not make them better. Student's primary goal is
the completion of the program, not the design. The
limitations of a one semester course makes it difficult
to make it otherwise. It is the challenge of educators
to build design tools that will be adopted that meet
that goal. Studying ECode has given us some insight on
how best to proceed to meet that challenge.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2003:MCE,
author = "Guido R{\"o}{\ss}ling and Henning B{\"a}r and
Christoph Trompler and Chin-Man Choi",
title = "Mobile computing in education",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "227--227",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961583",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Leska:2003:LDG,
author = "Chuck Leska",
title = "Learning to Develop {GUIs} in {Java} Using Closed
Labs",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "228--228",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961585",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib",
abstract = "This paper reviews an experiment in which a closed lab
was used to deliver instruction on developing graphic
user interfaces, GUIs, within a CS 1 course using
Java",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bentley:2003:SSP,
author = "Hilary Bentley and Jenny Davies and Jo Allan",
title = "The stepping stones project",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "229--229",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961586",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Widening participation in higher education
institutions is bringing about major changes to the
student profile. New universities, especially, have
found that a higher proportion of students now come
from non-traditional backgrounds. Since there is seen
to be a correlation between increasing access to
students from non-traditional backgrounds and higher
drop-out rates [1] this trend presents problems in
terms of achievement, progression and retention.
Meeting the diverse needs of students will accelerate
changes already underway to enhance teaching and
learning in universities, but there are obstacles,
particularly the reluctance to bring about changes to
the curriculum design and delivery in case standards
should become diluted. In line with results obtained
nationally, statistical examination of our first-year
database showed that students with a GNVQ background
had an enhanced risk of non-completion. The learning
styles and strategies adopted by students and the
particular further education institution where they
previously studied are also thought to be influential
in determining a student's chance of success. It is
therefore vital that changes to curriculum, delivery,
assessment and support are underpinned by detailed
knowledge of the approaches to learning adopted by our
students, and those factors which enable and encourage
students to adopt a deep approach to learning, since a
student's approach to a given learning activitiy
depends upon his or her perception of the requirements
of the task [2].A longitudinal study is underway to
investigate the influence of entrance qualification,
feeder institution, learning styles and achievement at
level one. The research aims to enable early detection
of students at risk of being unsuccessful and to
identify the factors within the further education
environment that lead to successful learning in higher
education. The poster will outline the underlying
issues, the rationale and the approach being taken.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cizmar:2003:SEC,
author = "Dawn Cizmar",
title = "Software engineering concepts for multimedia
development",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "230--230",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961587",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This presentation reports results, experience and
ongoing efforts to teach software engineering skills to
developers of instructional technology. Software
engineering concepts were presented to faculty who had
little prior experience with computer science or system
development techniques. These faculty planned to
develop technology enhancements for their courses,
requiring multimedia and other implementation skills.
Analyzing the experiences later led to several projects
to address the lack of knowledge and effective practice
among faculty and other developers, including
professional staff and students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Papastergiou:2003:INC,
author = "Marina Papastergiou",
title = "Introducing non-computer science undergraduates to
{Web} development: results of an investigative study on
student teachers",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "231--231",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961588",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this study, we report on the results of a series of
workshops aiming at introducing student teachers to Web
development.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fone:2003:USA,
author = "William Fone",
title = "Using semiotics to analyze the efficiency of a model
in teaching",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "232--232",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961589",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Semiotics is used here to explain why spreadsheets
make effective teaching models.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Xinogalos:2003:ODM,
author = "S. Xinogalos",
title = "{objectKarel}: a didactic microworld for teaching
object-oriented programming",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "233--233",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961590",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Taylor:2003:PIP,
author = "Harriet G. Taylor and Jane C. Prey",
title = "Putting {ITiCSE} into practice through {NSF} funding
programs",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "234--234",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961591",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2003:RTY,
author = "Robert D. Campbell and Elizabeth K. Hawthorne and Karl
J. Klee",
title = "The role of two-year colleges in educating the
cyber-security workforce",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "235--235",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961592",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster presentation showcases a current project
of the Two-Year College Education Committee, a standing
committee of the ACM Education Board.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yong:2003:ACP,
author = "Chye-Foong Yong and Colin Higgins",
title = "Automatically creating personalised exercises based on
student profiles",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "236--236",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961594",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Course Marker (CM --- previously called Course
Master), is a CAA system that marks programming code
and diagrams and is a reengineered version of the
Ceilidh system. It has been used in many higher
institutions around the world, including at its
developers' base, the School of Computer Science \& IT,
at the University of Nottingham. CM allows teachers to
set exercises, and students to submit their solutions
to these exercises. Upon each submission, students
obtain immediate marks and detailed feedback from the
system [4].The system has been well received and is
excellent at marking exercises. However it can be
extended in a variety of ways. This paper describes
such an enhancement based on customising the questions
to individual students by generating a personalised set
of questions. Currently, all students are given the
same set of exercises. To improve the learning
environment, the idea is to use tailored multi-modal
questionnaires. Firstly new types of question have been
added to CourseMarker functionality. Initially these
are the fixed response type of question such as
multiple choice and multiple answer. Later more
sophisticated types based on the full power of
CourseMarker will be added. These are combined with
currently available programming exercises and diagram
based questions into a multi-modal questionnaire
consisting of multiple types of question. Initially the
questions in a given questionnaire are fixed by the
teacher and pre-selected from a question bank. The next
step is to allow the system to choose a set of
questions dynamically from the question bank so as to
give each student a different questionnaire. A major
enhancement to this, and the main thrust of the
research, is to tailor each questionnaire individually
to each student at an appropriate level of difficulty
for that students' ability. That is we will generate
personalised exercises for each student, according to
some individual student profile. Metadata for the
students' profile, such as their background, their
current level of knowledge on pre-requisite and current
topics and subjects, and their preferred or best
learning modes, are to be stored in a user model [2].
All this information can be obtained by interacting
with applications such as Knowledge Tree [3] and WHURLE
[1] and by using the outcome of earlier questionnaires.
This poster presentation will explain the work involved
to incorporate these enhancements.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pears:2003:EOL,
author = "Arnold N. Pears and Lars Pettersson and Carl
Erickson",
title = "Enriching online learning resources with
``explanograms''",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "237--237",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961595",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Anderson:2003:CPT,
author = "Richard J. Anderson and Ruth Anderson and Tammy
VanDeGriff and Steven A. Wolfman and Ken Yasuhara",
title = "Classroom presentation from the tablet {PC}",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "238--238",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961596",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We have developed and deployed a lecture presentation
system in which the instructor uses a Tablet PC as a
presentation device. The system was deployed in six
university courses in Autumn 2002 and has been
favorably received by students and instructors. In our
system, the instructor holds a pen-based computer that
is wirelessly networked with another computer driving
the classroom projector. The instructor displays slides
from the tablet and can write on top of them. Various
navigation and control facilities are available.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Last:2003:PSD,
author = "Mary Z. Last",
title = "Preparing students for distributed teamwork",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "239--239",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961597",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster presents some practical tips for preparing
students to work in distributed project courses that
require teamwork. These tips are based on empirical
research that investigated virtual team interactions
over a three-year period.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chalk:2003:DEL,
author = "Peter Chalk and Claire Bradley and Poppy Pickard",
title = "Designing and evaluating learning objects for
introductory programming education",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "240--240",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961598",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We described a new approach to solving the problem of
teaching first year software development, using
web-based multimedia learning objects (LOs), which
include student interaction, animation and
self-assessment. A variety of evaluation techniques
have been applied, including student questionnaires and
interviews and server-side tracking. Results from the
first semester are very encouraging and student
performance has improved.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Trakhtenbrot:2003:ATM,
author = "Mark Trakhtenbrot",
title = "Analysis of typical misconceptions in a theoretical
{CS} course, and how to address them in e-learning",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "241--241",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961599",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barker:2003:EIC,
author = "Lecia J. Barker and Kathy Garvin-Doxas",
title = "The effect of institutional characteristics on
participation of women in computer science {Bachelors}
degree programs",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "242--242",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961600",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The poster presents institutional characteristics that
can statistically predict the proportion of female
computer science bachelors' degrees conferred at
institutions. School or college (e.g., engineering) has
little predictive power in this model.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ekaterini:2003:TIS,
author = "Georgouli Ekaterini and Bakoyannis Spyros and
Giannakoulias Panagiotis",
title = "Teaching {IT} in secondary education through
problem-based learning could be really beneficial",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "243--243",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961601",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This article attempts to stress the need for extended
research on the use of constructivist's elements for
the teaching of Information Technology in Secondary
Education. In our case study, we tried to draw
conclusions by questioning adolescents for their
Problem-Based Learning experience during a three-month
Internet-Programming course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cera:2003:HTD,
author = "Christopher D. Cera and Bruce Char and Nira Herrmann
and Robert N. Lass and Aparna Nanjappa and Jeffrey L.
Popyack and Paul Zoski",
title = "High-tech dishonesty: cheating, plagiarism and
detection",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "244--244",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961603",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{DiGiano:2003:CET,
author = "Chris DiGiano and Mike Griffin and Jeff Huang and Mark
Chung",
title = "{Consolidating Ed-tech} co-design best practices
through the {TRAILS} project",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "245--245",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961604",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Knox:2003:UNC,
author = "Deborah Knox and Lillian N. Cassel and John
Impagliazzo",
title = "Using the {NSDL} and {CITIDEL} to enhance teaching",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "246--246",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961605",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present an overview of the National Science Digital
Library, NSDL, and focus on one of the partner projects
it supports. The computing and Information Technology
Interactive Digital Educational Library (CITIDEL)
harvests metadata from repositories and collections,
and provides tools to customize learning with these
resources. CITIDEL's integrated tools guide the user to
create instructional environments that enhance the
learning experience. Additional tools available from
NSDL are included in this presentation to complete the
picture. Information on integrating new collections and
materials into CITIDEL is included.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mirmotahari:2003:DLC,
author = "Omid Mirmotahari and Christian Holmboe and Jens
Kaasb{\o}ll",
title = "Difficulties learning computer architecture",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "247--247",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961606",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "During a course on computer architecture, assembler, C
programming, network and communication, 57 out of 300
students were followed closely by questionnaires and
tests in order to evaluate their learning of computer
architecture. The results indicate both that the
students' understanding of logic gates and Boolean
algebra is poorer than preferred, and that the students
also have difficulties grasping the implementation of
higher level constructs in low level architecture
features. Better results might have been achieved if
the teaching of architecture was closely linked to the
students' previous training in programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Juliano:2003:OUT,
author = "Benjoe A. Juliano and Chi-Hui Chen and Elena
Kroumova",
title = "Observations from using two modes of teaching
undergraduate computer architecture",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "248--248",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961607",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents the authors' observations
regarding two modes of teaching undergraduate computer
architecture [2] conducted at California State
University, Chico. Two sections of the course were
offered: Section One was taught using a traditional
classroom setup, while Section Two was taught in a
classroom equipped for distance education. Although
Section Two seemed to provide fewer opportunities for
in-person, student-professor interaction, the students
were given three options to choose how to access the
class lectures. Students could (1) attend a live
lecture on campus that was simultaneously being
archived and broadcast on the Web; (2) attend a live
lecture from a remote site via the Web; or (3) view
archived class sessions via the Web. Access to live
broadcasts or archived sessions was done using
HorizonLive [1], a web-based teaching, learning, and
interactive communications software platform. Archived
lectures were available to all students registered in
the course. Since the students in both sections were
demographically proportional, the authors' dependent
variable was the method of delivery. Using
HorizonLive's tracking facilities, which keep track of
every single access by each student, the authors were
able to collect and analyze frequencies and patterns in
accessing the course lectures. The authors also
correlated results from student evaluations of the
course with the tracking information. The authors
conclude that even though students from Section Two
enjoyed the flexibility of keeping up with the lectures
at their own pace, the grade for undergraduate students
did not reflect their overall satisfaction and time
spent online. Students registered for Section Two of
the course, on average, received lower grades than the
students registered for Section One. The grade
distributions are summarized in Figure 1. The grading
policy for the computer architecture course was a
minimum passing grade of C for undergraduate students
and B for graduate students. Thus, 86\% of the
undergraduate students in Section One completed the
course successfully, compared to 23\% from Section Two.
Alternatively, graduate students' grades were
proportional to the time they spent accessing the
online lectures: only 1 of the 3 graduate students of
Section One passed the course, compared to 4 of the 5
graduate students in Section Two. Students seemed to
have learned more of the course material due to the
availability of the archived lectures. Since the sample
size of this study is rather small, the statistics may
biased. The data from this study seem to indicate that
graduate students benefit more than undergraduates from
web-based learning used to promote or enhance the
traditional learning environment. Based on this study,
the authors conclude that the time students spent
accessing online lectures is not a significant factor
to their final grades.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Georgiopoulos:2003:CML,
author = "M. Georgiopoulos and J. Castro and A. Wu and R. DeMara
and E. Gelenbe and A. Gonzalez and M. Kysilka and M.
Mollaghasemi",
title = "{CRCD} in machine learning at the {University of
Central Florida}: preliminary experiences",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "249--249",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961608",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Becker:2003:MIA,
author = "Katrin Becker",
title = "A multiple intelligences approach to teaching number
systems",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "250--250",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961609",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Or-Bach:2003:SUO,
author = "Rachel Or-Bach and Ilana Lavy",
title = "Students' understanding of object orientation",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "251--251",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961610",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parker:2003:CSA,
author = "J. R. Parker and Katrin Becker and Douglas
McCullough",
title = "Computer science and the arts: some multi-disciplinary
teaching collaborations",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "252--252",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961612",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We explain the need for formal collaboration between
students in the arts and computer science students, and
argue that this should be encouraged at an early stage
of their education. Two specific courses that foster
this sort of cooperation are described.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Becker:2003:GPA,
author = "Katrin Becker",
title = "Grading programming assignments using rubrics",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "253--253",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961613",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Scott:2003:TGI,
author = "Kirk Scott",
title = "Teaching Graphical Interface Programming in {Java}
with the {Game of Wari}",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "254--254",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961614",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib",
abstract = "This poster gives an overview of a programming project
that can be used in a course on object-orientation and
graphical interface programming in Java.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2003:UCR,
author = "Lillian N. Cassel",
title = "Using {CITIDEL} resources to support documenting
objectives and outcomes",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "255--255",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961615",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster demonstrates connecting objectives,
outcomes and CITIDEL resources to improve course
preparation. The example used is mobile computing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gal-Ezer:2003:TAE,
author = "Judith Gal-Ezer and Tamar Vilner and Ela Zur",
title = "Teaching algorithm efficiency in a {CS1} course {SBTa}
different approach",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "256--256",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961616",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Having found that algorithm efficiency is difficult
for students to grasp, we advocate a different didactic
approach in the introductory CS course (CS1). By
exposing students to a number of possible solutions to
the same problems, students internalize the concept of
a more efficient algorithm.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Darbhamulla:2003:SSM,
author = "Ravikumar Darbhamulla and Manirupa Das and Pamela
Lawhead",
title = "Student status monitoring tool {(SSM)}: proxy for the
real world expert in online course delivery",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "257--257",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961617",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Distance Education has entered a new era, where it is
now possible for courseware to be delivered online in a
very effective, efficient and appealing manner. At the
Institute for Advanced Education in GeoSpatial Science
(IAESG), a project funded by NASA, it is our objective
to develop a repository of dynamic online coursework in
the field of Geospatial Information Technology. These
courses are intended to enhance the traditional
university learning through visually rich content, and
also through closely emulating the concept of an Expert
in a virtual environment. It thus becomes imperative to
address a number of pedagogical issues in the design of
such a dynamic web-based course delivery system.
Traditional education generally involves two main
entities: an Expert, and some form of reference
material such as a textbook. The Expert imparts
knowledge interactively in the real world, and is in
some sense the more 'active' or 'intelligent' agent,
whereas the textbook is just reference since it has
limited scope, and hence is the 'passive' or 'static'
agent. Thus the pedagogical issue that needs the most
immediate attention, while dealing with
learner-centered online course delivery is the issue of
how to emulate the real-world Expert in a virtual
learning environment. We realize that the role, the
Expert plays in knowledge transfer is multi-faceted.
One of the roles of the Export is to use traditional
testing methodologies like quizzes and exercise to
evaluate the performance of a learner. In an online
environment, the best way to achieve this continuous
evaluation is to get constant feedback on the
performance and learning style of the student, via
'Student Status Monitoring' (SSM) tool. The research we
present focuses on this pivotal aspect of effective
online learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barker:2003:WPC,
author = "Lecia J. Barker and Kathy Garvin-Doxas",
title = "Why project courses sometimes widen the experience gap
among students",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "258--258",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961618",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Choices by students and faculty about their roles in
group learning activities can result in students not
learning new skills/knowledge. Faculty must be cautious
about how students are grouped and should educate
students about group roles to avoid problems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cera:2003:DP,
author = "Christopher D. Cera and Bruce Char and Nira Herrmann
and Robert N. Lass and Aparna Nanjappa and Jeffrey L.
Popyack and Paul Zoski",
title = "The {DUPLEX} project",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "259--259",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961619",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2003:UEO,
author = "Lillian N. Cassel and John Impagliazzo and Deborah
Knox and C. Lee Giles and Edward A. Fox and JAN Lee and
Manuel A. P{\'e}rez-Qui{\~n}ones",
title = "Using an education oriented digital library to
organize and present classes in computing and
information",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "260--260",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961621",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This demonstration allows conference attendees to gain
experience in using the facilities of the NSF National
Science Technology Engineering and Mathematics
Education Digital Library (NSDL) to prepare and present
College or university level classes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nodelman:2003:LCG,
author = "Vladimir Nodelman",
title = "Learning computer graphics by programming: linking
theory and practice",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "261--261",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961622",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "One of the problems in teaching and studying Computer
Graphics is actual linking between theory and practice:
theoretical issues are complex and difficult to
visualize while using programming techniques like
OpenGL without a deep understanding of the theoretical
basis prevents from exploiting the full potential of
these powerful aids. Existing Computer Graphics courses
are varying from pure theory, via using ready programs
for demonstrations and illustrations up to systematic
use of programming elements as the important component
of a course. This presentation describes the
implementation of two of these strategies, used by the
author is his computer graphics courses, in order to
enhance the links between theory and practice",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gegg-Harrison:2003:SPCb,
author = "Timothy S. Gegg-Harrison and Gary R. Bunce and Rebecca
D. Ganetzky and Christina M. Olson and Joshua D.
Wilson",
title = "Studying program correctness in {ProVIDE}",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "262--262",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961624",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In an attempt to better integrate discrete mathematics
into the introductory CS curriculum, we implemented
ProVIDE, an enhanced integrated development environment
(IDE) for Java that enables students to analyze their
computer programs (in terms of their correctness) while
they are creating them [1]. The primary goal of the
construction of ProVIDE is the seamless integration of
analysis with the creation of computer programs.
Because the concept of program correctness is generally
taught as an activity independent of the programming
process, most introductory CS students perceive it is
unnecessary and even irrelevant. The concept of
contracts, on the other hand, is generally taught as an
integral part of the programming process. As such, most
introductory CS students have little difficulty
understanding the need to establish contracts via
preconditions and postconditions. The approach we have
taken with ProVIDE is a modified version of the
``design by contract'' methodology. Rather than asking
the student programmer for both a precondition and
postcondition for each of his/her methods, ProVIDE asks
the student to simply supply a postcondition. ProVIDE
then helps the student construct the appropriate
precondition by leading him/her through an axiomatic
proof of the correctness of the method. Thus, the proof
of correctness of the method is a side-effect of the
student's need to construct an appropriate
precondition. In this demonstration, we will show some
examples of method precondition construction (including
loop invariant construction) within ProVIDE, including
the following squaring algorithms that uses only
additions (which highlights the construction of a loop
invariant for a single loop) and only increments and
decrements (which highlights the construction of loop
invariants for both sequential and nested loops),
respectively.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sojka:2003:AP,
author = "Petr Sojka",
title = "Animations in {PDF}",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "263--263",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961625",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a technique to create interactive
teaching materials as animations that are stored and
distributed in PDF file format. PdfL$^A$T$_E$X with
small macropackage, Maple and JavaScript are used and
allow the development of interactive animations of high
typographical quality that are fine-tuned for
on-the-screen reading.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gunawardena:2003:CLO,
author = "Ananda Gunawardena and Victor Adamchik",
title = "A customized learning objects approach to teaching
programming",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "264--264",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961627",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We will discuss a unique content-creation, delivery
and maintenance model for designing and teaching
programming courses. This approach is based on the idea
of creating customized learning objects, each of which
is uniquely described by an XML document and presents
an interface for future search, retrieval and update,
as well as a potential connection to external
assessment tools. We will demonstrate the electronic
Adoptive Book that serves as an interactive,
continuously up-to-date learning environment for
students as well as an authoring tool for the
instructor.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sojka:2003:REU,
author = "Petr Sojka",
title = "Rapid evaluation using multiple choice tests and
{TeX}",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "265--265",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961628",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a framework for effective design,
typesetting, use and evaluation of students that uses
multiple-choice tests. With this approach, based on a
T$_E$X engine, macros and a small program, several
hundred customized tests can be typeset, printed and
evaluated within several hours, allowing significant
savings of educator's time and rapid electronic
dissemination of tests results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kujansuu:2003:CPI,
author = "Esa Kujansuu and Marko Kulmala",
title = "{Codewitz}: producing interactive elearning material
for beginners in programming",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "266--266",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961630",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The students of basic programming courses encounter
often very serious learning problems. This is mostly
due to the fact that even basic programming concepts
and structures are abstract and need to be understood
before a student can learn more practical issues. If
these concepts remain hidden for the students they tend
to drop out or finish the course with low marks when
trying to learn more advanced concepts without the
basic knowledge. To avoid the drop out problem there
has to be an effective way to help the students with
difficulties during the first steps of programming
studies. It is a fact that there hardly ever exists any
extra resource for these students. With interactive
material the students can try by themselves to reach
such level of skills to be able to learn more.
Codewitz-project was set up to try to correct this
problem in basic programming courses. The basic idea of
the project is based upon the idea of sharing. There
are three main goals in this project: Developing and
producing interactive material for basic programming
courses. Implementing a material bank for storing and
sharing the resource with the project partners creating
a functioning network of experts who deal with this
problem every day. This demonstration will illustrate
the idea of the material, the production process and
the use of it. The project is open to any institution
interested in taking part in the development work. The
project website: http://www.codewitz.net.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Papamanthou:2003:VPS,
author = "Charalampos Papamanthou and Konstantinos Paparrizos",
title = "A visualization of the primal simplex algorithm for
the assignment problem",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "267--267",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961631",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An educationally-oriented Visualization Software used
to assist the teaching of the Primal Simplex Algorithm
for the Assignment Problem is presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Baciu:2003:SIA,
author = "Rodica Baciu",
title = "{SysRel}: an interactive application for training",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "268--268",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961632",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The proposal work describes a simulation developed to
demonstrate different methods of computing the
reliability of systems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kolaas:2003:IAM,
author = "{\O}yvind Kol{\aa}s and Ivar Farup",
title = "Increasing assignment motivation using a game {AI}
tournament",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "269--269",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961634",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goelman:2003:SES,
author = "Don Goelman",
title = "Student empowerment in a survey course",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "270--270",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961635",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The author, assigned to teach a new survey course
based on guest lecturers, employs some meta-academic
strategies to promote student learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Becker:2003:AMN,
author = "Katrin Becker",
title = "Assignments that meet the needs of exceptional
students without disadvantaging the average",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "271--271",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961636",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kruse:2003:MNA,
author = "Gerald Kruse",
title = "``Magic numbers'' approach to introducing binary
number representation in {CS0}",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "272--272",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961637",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Paterson:2003:TJU,
author = "James H. Paterson and John Haddow",
title = "Teaching {Java}: Using an Object-Oriented Database and
the {BlueJ IDE}",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "273--273",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961638",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib",
abstract = "In this Tip we describe the use of a simple Object
Oriented database system to implement object
persistence in Java programming projects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Papalaskari:2003:PEA,
author = "Mary-Angela Papalaskari",
title = "Peer evaluation in an algorithms course",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "274--274",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961639",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Peer evaluation is used in an algorithms course to
highlight the importance of good documentation and
professional presentation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sojka:2003:ITM,
author = "Petr Sojka",
title = "Interactive teaching materials in {PDF} using
{JavaScript}",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "275--275",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961640",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The use of JavaScript language for adding interaction
to portable teaching materials of a high typographical
quality in PDF file format is described. An extended
version of the program T$_E$X called pdfT$_E$X is
extremely useful for such purposes. It is shown that
applications similar to those done by CGI script on the
web can be done in PDF, exploiting the embedded
JavaScript engine implementation in PDF viewers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Garvin-Doxas:2003:CLE,
author = "Kathy Garvin-Doxas and Lecia J. Barker",
title = "Creating learning environments that support
interaction",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "276--276",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961641",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In previous work [1], we characterized the
communication climate in the traditional CS program as
a defensive communication climate [2]. As a practical
extension of this work, in this brief presentation we
will present a few practical techniques for creating
the sort of classroom environment that encourages
students to participate and also supports group
learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Papadopoulos:2003:UTA,
author = "George Papadopoulos and Hariton M. Polatoglou",
title = "Using {ToolBook} authoring tool to facilitate the
teaching of algorithms",
journal = j-SIGCSE,
volume = "35",
number = "3",
pages = "277--277",
month = sep,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/961290.961642",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:03 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An application is developed and used in teaching the
subject of algorithms. It is used in classroom
practice, at Lyceum and the University. The results
show that the application increased students interest,
helped the students to realize the importance of the
algorithms and their workings, and grasp some abstract
computer science concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Papadimitriou:2003:MPS,
author = "Christos H. Papadimitriou",
title = "{MythematiCS}: in praise of storytelling in the
teaching of computer science and math",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "7--9",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960494",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Papadimitriou03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gotterbarn:2003:ICO,
author = "Don Gotterbarn",
title = "Injectable computers: once more into the breach! the
life cycle of computer ethics awareness",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "10--11",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960496",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Gotterbarn03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Williams:2003:CHM,
author = "Michael R. Williams",
title = "The computer history museum",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "12--13",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960498",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Williams03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2003:WDL,
author = "Tony Clear",
title = "The waterfall is dead..: long live the waterfall!!",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "13--14",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960500",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Clear03a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gorgone:2003:AGA,
author = "John T. Gorgone",
title = "{ABET}'s general accreditation criteria to apply to
all computing programs",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "14--16",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960502",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Gorgone03a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2003:FOT,
author = "Raymond Lister",
title = "The five orders of teaching ignorance",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "16--17",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960504",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Lister03a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCauley:2003:RAG,
author = "Ren{\'e}e McCauley",
title = "Rubrics as assessment guides",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "17--18",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960506",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#McCauley03a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2003:DCG,
author = "Henry MacKay Walker",
title = "Do computer games have a role in the computing
classroom?",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "18--20",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960508",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Walker03a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2003:ATY,
author = "Robert D. Campbell",
title = "{ACM} two-year college education committee report",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "20--21",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960510",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Campbell03a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Popyack:2003:SAA,
author = "Jeffrey Popyack",
title = "Scholarships, awards, advice, and the abacus",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "21--23",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960512",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Popyack03a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2003:MIR,
author = "Peter B. Henderson",
title = "More on inductive reasoning",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "23--25",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960514",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Henderson03a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2003:BR,
author = "David Ginat",
title = "Board reconstruction",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "25--26",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960516",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Ginat03a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2003:AL,
author = "Nick Parlante",
title = "{Astrachan}'s law",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "26--27",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960518",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Parlante03a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lapidot:2003:MTC,
author = "Tami Lapidot and Orit Hazzan",
title = "Methods of teaching a computer science course for
prospective teachers",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "29--34",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960520",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#LapidotH03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "This article focuses on a ``Methods of Teaching
Computer Science in the High School'' course
(abbreviated MTCS). It presents the rationale and need
for the course, and suggests optional course frameworks
and implementations that are not limited to a
particular programming language, programming paradigm,
level of students, or curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wong:2003:PCT,
author = "Jacqueline Wong and Timon Du",
title = "Project-centered teaching on {CBIS} to {IBBA} students
in {Hong Kong}",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "35--38",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960521",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#WongD03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Knowledge of computer-based information systems (CBIS)
is important to business administration (BA) students.
The curriculum for CBIS should be different from the
fundamentals of computer science (CS1 and CS2) because
of the students' backgrounds. This paper discusses a
project-centered teaching method for CBIS for BA
students. Following three years of experience with this
approach, the feedback from more than 500 students is
encouraging.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dodero:2003:ESP,
author = "Juan Manuel Dodero and Camino Fern{\'a}ndez and Daniel
Sanz",
title = "An experience on students' participation in blended
vs. online styles of learning",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "39--42",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960522",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#DoderoFS03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "This work compares two learning experiences developed
with different styles during an academic semester in
two universities. The objective of the study has been
to test the advantages of the blended style of
learning, in terms of students' participation and
initiative in the learning process, compared with those
of pure virtual e-learning. The study shows how
information technologies act as an incentive to improve
students' participation during traditional
classroom-located teaching, but do not help to increase
their participation when the learning process is
completely virtual and not complemented by regular
classes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Traynor:2003:SLM,
author = "Carol Traynor and Maria McKenna",
title = "Service learning models connecting computer science to
the community",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "43--46",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960523",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#TraynorM03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Service learning is an educational experience that
enables students to apply material learned in the
classroom by volunteering in a real-world situation.
This paper provides a brief review of service learning
and describes two models that the computer science
department at Saint Anselm College implemented
successfully.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clarke:2003:IES,
author = "Faith Clarke and Han Reichgelt",
title = "The importance of explicitly stating educational
objectives in computer science curricula",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "47--50",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960524",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#ClarkeR03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Designing an appropriate baccalaureate curriculum is a
difficult and challenging process. The process becomes
even harder in environments with severe resource
limitation, as one is forced to make hard choices about
which courses and topics to include in the curriculum.
This paper describes the curriculum design efforts made
in a small Computer Science Department at the Jamaica
campus of the University of the West Indies. The effort
started with a formulation of explicit program
outcomes, which then guided the curriculum design. The
paper also describes the reasons that led the
department to embark on this curriculum design process
and gives some of the benefits that the Department has
seen as a result of its efforts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Beaubouef:2003:WCS,
author = "Theresa Beaubouef",
title = "Why computer science students need language",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "51--54",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960525",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Beaubouef03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Many students enter the field of computer science with
misconceptions about the importance of communication
skills. They often choose this field, thinking they
will end up with jobs working alone or with other
``techies'' developing computer games, and not having
to deal with people. These students often do not
realize the significance of reading, writing, and
speaking skills in computer science. This paper
discusses several relevant areas of computer science,
and explains why computer science students need skills
covered in English, speech, technical writing, and even
foreign language courses in order to achieve success as
a computing professional.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Randall:2003:WCP,
author = "Cindy H. Randall and Barbara Price and Han Reichgelt",
title = "Women in computing programs: does the incredible
shrinking pipeline apply to all computing programs?",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "55--59",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960526",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#RandallPR03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Despite the fact that demand for employees with skills
in computing still exceeds supply, there has been a
steady decline in the number of women entering and
graduating from computer science programs. Many
attempts have been made to remedy the situation. A
recurrent theme for both engineering and computer
science programs is that programs can be made more
attractive to women if they place a greater emphasis on
applications of the technology. To date, most of the
research on the under-representation of women has been
conducted on computer science programs, and ignores the
fact that many students enter the IT workplace with
degrees in Information Systems (IS) or Information
Technology (IT). Moreover, programs in IS and IT place
a greater emphasis on applications. Given the reported
importance of applications for the recruitment and
retention of women, one might expect to see a higher
participation of women in these programs. Using data
obtained from baccalaureate or above institutions
within the University System of Georgia, this paper
shows that this indeed seems to be the case.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chung:2003:NPC,
author = "Sei-Jong Chung",
title = "Network protocols: correcting transmission errors of
up to two bits",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "60--62",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960527",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Chung03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "While the construction of Hamming Codes that can
detect and correct 1-bit transmission errors has been
illustrated [1], Hamming Codes that will detect and
correct transmission errors of more than 1 bit remain
yet to be constructed. In this paper, how to build
Group Codes that can correct transmission errors of up
to 2 bits will be shown. Note that transmission control
protocols such as TCP/IP rely upon the notion of
checksums``, a variation of Hamming Codes, for their
transmission error correction. The ease and efficiency
with which the group codes can be built will then be
compared to those of Hamming Codes and Cyclic
Redundancy Checking, the transmission error
detection/correction schemes discussed in [1].",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rolfe:2003:POE,
author = "Timothy J. Rolfe",
title = "Program optimization: enforcement of local access and
array access via pointers",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "63--65",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960528",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Rolfe03a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Matrix multiplication in linear algebra provides a
useful problem through which one can investigate
optimizations based on local access to memory rather
than scattered access, and on the use of pointers in
places of array subscripting. Benchmarking results
favor a pointer-based implementation with a reordering
of the three loops in the definition.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bernick:2003:TOO,
author = "Jonathan P. Bernick",
title = "A translation of the one-to-one relationship for
introductory relational database courses",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "66--67",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960529",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Bernick03a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "The translation of the one-to-one relationship from
the Entity/Relationship model to the relational model
while preserving one-to-one correspondence between the
members of the participating entity sets is a topic
that has been neglected in introductory database
textbooks. In this paper, we provide a simple method,
intended for students taking a first course in
relational database design, that accomplishes this
without introducing nulls or violating the relational
model.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Burnell:2003:ARL,
author = "Lisa J. Burnell and John W. Priest and John R.
Durrett",
title = "Assessment of a resource limited process for
multidisciplinary projects",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "68--71",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960530",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#BurnellPD03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "Collaborative multidisciplinary team based education
is increasingly recognized as a necessary component in
the preparation of technical students for the
workplace. This article presents a quantified
assessment of a limited-resource process for teaching
software product development combining students in
computer science, engineering, and business at multiple
universities within existing curriculum. Results
indicate that the approach is useful in a resource
restricted setting, as well as a providing an
evolutionary step to the development of full-scale
curricular changes that aim to provide students the
skills needed to function in an increasingly
distributed, multidisciplinary product development
environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Curran:2003:TSE,
author = "William S. Curran",
title = "Teaching software engineering in the computer science
curriculum",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "72--75",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960531",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Curran03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "The goals of computer science department and software
engineering courses are not always clear as they could
be, and exactly how much of a computer science
curriculum should be spent on software engineering
topics at the expense of topics with more immediate
relevance to computer science majors is far from clear.
Computer science students are sometimes skeptical about
the relevance of software engineering course topics,
particularly those who have had some experience in
industry. They report that the techniques and
procedures covered in standard software engineering
texts are seldom used in industry. There is not enough
communication between Industry and Academia, and
graduates often must be re-trained for their new jobs.
This is a proposal for a modification in the approach
to software engineering education for computer science
majors, and for clarification of the goals of computer
science programs, and calls for procedures to increase
the relevancy of computer science and software
engineering courses to meet the needs of industry.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pickard:2003:MDT,
author = "Michael M. Pickard and Jason R. Adams",
title = "Model determination tool {(MDT)}: a multipurpose
software engineering learning utensil",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "76--78",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960532",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#PickardA03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "This paper describes a technique used in introductory
undergraduate and graduate software engineering courses
at Stephen F. Austin State University. It provided a
team software development experience, encouraged
enriched learning about software process models, served
as the object of black-box testing, and gave students
the opportunity to perform software maintenance
activities that mimic real-life situations. A graduate
software engineering class developed a tool to
recommend consideration of appropriate software process
models according to the responses to a small set of
questions concerning the development environment and
the nature of the project. Later, undergraduate classes
performed black-box testing to determine whether the
artifact performed correctly. More than a year after
the original development, a second graduate class was
challenged to perform maintenance actions on the
product, about which none of the students had any
knowledge or experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bell:2003:TDS,
author = "Douglas Bell and Mehdi Mir-Ghasemi",
title = "Teaching data structures using list boxes",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "79--81",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960533",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#BellM03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "This paper suggests an approach to the initial
teaching of data structures that uses GUI list boxes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Saxon:2003:OOR,
author = "Charles S. Saxon",
title = "Object-oriented recursive descent parsing in {C\#}",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "82--85",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960534",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Saxon03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "An object-oriented recursive descent parsing technique
that is suitable for use in advanced programming
classes where no language theory is required is
presented. The C\# code for a calculator is shown as an
example.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hunt:2003:UIP,
author = "Kenny Hunt",
title = "Using image processing to teach {CS1} and {CS2}",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "86--89",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960535",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Hunt03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "The use of digital image processing techniques in
undergraduate computer science curriculum has
advantages in terms of motivating student interest and
immediate, visual feedback of executed code. Although
the standard Java distribution includes support for
basic image processing operations, including the
display of images, the complexity of the package
renders it unsuitable for inexperienced programmers.
This paper presents an extension to the built-in image
processing package that is suitable for use in CS1 and
CS2 courses and suggests ways that the package can be
used to teach topics in these courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hu:2003:FAA,
author = "Chenglie Hu",
title = "A framework for applet animations with controls",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "90--93",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960536",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Hu03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "A generic JavaTM applet animation with controls is
presented in this paper. This framework implementation
promotes software reusability in terms of applying
modularity and factorization using inheritance,
delegation, and template classes with cohesive methods.
It can be used either as an example or a project in a
typical object-oriented design and analysis class.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bruhn:2003:ATJ,
author = "Russel E. Bruhn and Philip J. Burton",
title = "An Approach to Teaching {Java} Using Computers",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "94--99",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960537",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#BruhnB03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "This paper describes how the use of computers in the
classroom (using studio teaching) can help students to
better understand Java programming concepts during
classroom presentations. Students learn by three
methods: auditory, visual, and kinetic. Studio teaching
uses all three methods, but relies mostly on the
kinetic method. Students actually practice the
programming concepts in the classroom on the computer
as the instructor presents them. The studio teaching
method helps the average-to-poor scholastic achievers
the most, while high-achieving students seemed to do
just as well with the typical lecture-style format. The
disadvantage of studio teaching is that it is expensive
to equip labs with computers, and more time is needed
to present the material to the students. Also, it takes
time for students to practice programming concepts on
the computer in class.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carter:2003:HSW,
author = "Janet Carter and Kirsti Ala-Mutka and Ursula Fuller
and Martin Dick and John English and William Fone and
Judy Sheard",
title = "How Shall We Assess This?",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "107--123",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960539",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#CarterAFDEFS03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Techreports/UKent.bib;
http://www.cs.kent.ac.uk/pubs/2003/1756",
abstract = "Increased class sizes are forcing academics to
reconsider approaches to setting and marking
assessments for their students. Distributed and
distance learning are creating some of the biggest
changes. Some educators are embracing new technologies
but others are more wary of what they do not know. In
order to address this issue it is first necessary to
investigate the types of assessment currently in use
and the perceptions that are held by academics with and
without experience of the new technologies that are
becoming available. In this paper we present the
findings of an international survey of Computer Science
academics teaching a variety of topics within the
discipline. The findings are split into two sections: a
snapshot of current assessment practices and an
analysis of respondents' perceptions of Computer Aided
Assessment (CAA). Academics' opinions about the
advantages and disadvantages of CAA are split in line
with level of experience of using such techniques.
Those with no experience of CAA suggest that it cannot
be used to test higher-order learning outcomes and that
the quality of the immediate feedback is poor; these
negative opinions diminish as experience is gained.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
remark = "Article PDF author apparent order disagrees with ACM
Portal database order.",
submission-id = "890_1071143382",
}
@Article{Naps:2003:EEI,
author = "Thomas L. Naps and Stephen Cooper and Boris Koldehofe
and Charles Leska and Guido R{\"o}{\ss}ling 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",
title = "Evaluating the educational impact of visualization",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "124--136",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960540",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#NapsCKLRDKMRRAFKM03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "The educational impact of visualization depends not
only on how well students learn when they use it, but
also on how widely it is used by instructors.
Instructors believe that visualization helps students
learn. The integration of visualization techniques in
classroom instruction, however, has fallen far short of
its potential. This paper considers this disconnect,
identifying its cause in a failure to understand the
needs of a key member in the hierarchy of stakeholders,
namely the instructor. We describe these needs and
offer guidelines for both the effective deployment of
visualizations and the evaluation of instructor
satisfaction. We then consider different forms of
evaluation and the impact of student learning styles on
learner outcomes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Alexander:2003:CSA,
author = "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",
title = "Case studies in admissions to and early performance in
computer science degrees",
journal = j-SIGCSE,
volume = "35",
number = "4",
pages = "137--147",
month = dec,
year = "2003",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/960492.960541",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:05 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#AlexanderCLADBLS03;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib",
abstract = "We present seven case-studies of undergraduate
recruitment to Computer Science courses together with
analysis of students' success during the early part of
their study. We focus particularly upon qualification
on entry, the subjects studied in the early university
curriculum, and student grades. We find that while
university admissions are complex processes, there
exists sufficient commonality to permit some useful
comparisons. These suggest that predicting
undergraduate performance on the basis of entry
qualifications is fraught. Nevertheless, it seems that
students who arrive at university with a record of
success in earlier studies may be more likely to
succeed than otherwise. In particular, good grades in
pre-university study may indicate that they are more
likely to do well in the mathematical part of the
university curriculum. Conversely, we find nothing in
entry qualifications to indicate which students will be
successful in the study of programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ben-Ari:2004:CDF,
author = "Mordechai (Moti) Ben-Ari",
title = "The {Concorde} doesn't fly anymore",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "1--1",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971301",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "While computing technology has undoubtedly changed the
world in which we live, the changes have been
exaggerated. Talk of a hi-tech internet-driven
revolution during the last decade is inaccurate from a
historical perspective: (a) It belittles previous
technological achievements; for example, the landings
on the moon between 1969-1972 were achieved with less
computing capability than a PDA has today. (b) So much
of the ``new'' technology dates back thirty years or
more; for example, how many of our students know when
the first email was sent? This loss of historical
perspective has led to demands for an artifact-driven
curriculum that I believe is inadequate for the
education of future computer scientists and
computational engineers. (The latter is a new term I
wish to propose for people engaged in the
scientifically-based design and construction of systems
that perform computations. It is linguistically modeled
on the terms mechanical and electrical engineer, and is
intended to take the place of the term software
engineer.) A comparison of the CC2001 curriculum with
the curriculum of a traditional, ``non-revolutionary''
engineering discipline points to what I believe the
future of CS education should be.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{VanDeGrift:2004:CPP,
author = "Tammy VanDeGrift",
title = "Coupling pair programming and writing: learning about
students' perceptions and processes",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "2--6",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971306",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Pair Programming has been successful in many
introductory computer science courses. Its success has
manifested in increased retention rates, better
performance on programming tasks, increased confidence,
and decreased frustration. This paper highlights
experiences using pair programming coupled with
individual written reports in a large, introductory
computer science course. Through analysis of survey
data and written reports, our study shows that students
perceive benefits in pair programming, such as those
documented earlier (social structure, peer help, less
frustration, reduced workload). Regarding the written
reports, students cited benefits such as a chance to
summarize their project, to reflect on the code, and to
use new vocabulary. We discuss what we learn about
students' processes, their challenges, and the
resources they use for supporting their learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Katira:2004:UCS,
author = "Neha Katira and Laurie Williams and Eric Wiebe and
Carol Miller and Suzanne Balik and Ed Gehringer",
title = "On understanding compatibility of student pair
programmers",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "7--11",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971307",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In recent years, educators have increasingly used pair
programming in their computer science courses. Pair
programming has been shown to be beneficial for both
the teaching staff and the students in the courses.
Occasionally, though, students are not compatible with
their partners. An extensive study was done at the
North Carolina State University to provide guidance on
forming student pairs to improve the chances that pairs
will be compatible and have a productive work
relationship. We examined compatibility among freshman,
advanced undergraduate, and graduate students. We have
found that the students' perception of their partner's
skill level has a significant influence on their
compatibility. Graduate students work well with
partners of similar actual skill level. Freshmen seem
to work better with partners with different Myers
Briggs personality type. Students' self-esteem does not
appear to be a major contributor to pair
compatibility.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Waite:2004:SCV,
author = "William M. Waite and Michele H. Jackson and Amer Diwan
and Paul M. Leonardi",
title = "Student culture vs group work in computer science",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "12--16",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971308",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Our industrial advisory boards tell us that our
students are well prepared technically, but they lack
important group work skills. Simply adding project
courses and requiring that assignments be done in
groups has not improved the situation. A careful study
of student culture in Computer Science has uncovered
barriers to collaboration, which can be overcome only
by pervasive changes in the way we approach our
curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chmiel:2004:DNE,
author = "Ryan Chmiel and Michael C. Loui",
title = "Debugging: from novice to expert",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "17--21",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971310",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We conducted a study to demonstrate that formal
training in debugging helps students develop skills in
diagnosing and removing defects from computer programs.
To accomplish this goal in an assembly language course,
we designed multiple activities to enhance students'
debugging skills. These activities included debugging
exercises, debugging logs, development logs and
reflective memos, and collaborative assignments. In a
previous paper, we reported positive qualitative
results. Students agreed that formal debugging training
enhanced their debugging skills. In this paper, we
present positive quantitative results that support our
previous qualitative results. Students who completed
the optional debugging exercises spent significantly
less time on debugging their programs than those who
did not. Furthermore, we develop a model of debugging
abilities and habits based on students' comments in
their debugging logs, development logs, reflective
memos, and evaluation surveys. Students and educators
could use the model to diagnose students' current
debugging skills and take actions to enhance their
skills.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Etheredge:2004:CPL,
author = "Jim Etheredge",
title = "{CMeRun}: program logic debugging courseware for
{CS1\slash CS2} students",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "22--25",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971311",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "It is generally known that most, if not all, beginning
programming students have difficulty understanding and
debugging programs. For many students the primary
problem is that when a program executes, it is
essentially a ``black box''. They know what they think
they wrote, but their only clues to logic errors come
from watching the output of the program. If there are
problems, it is difficult for inexperienced programmers
to trace the problem back to the source of the
error(s). This paper presents CMeRun, a tool that
allows the user to see each statement in a program as
it executes. This tool will allow beginning students to
master coding and debugging skills much faster since it
allows them to ``look into'' a program as it executes.
Having this kind of insight into program execution will
improve understanding, decrease development time, and
reduce student frustration.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Edwards:2004:UST,
author = "Stephen H. Edwards",
title = "Using software testing to move students from
trial-and-error to reflection-in-action",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "26--30",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971312",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Introductory computer science students rely on a trial
and error approach to fixing errors and debugging for
too long. Moving to a reflection in action strategy can
help students become more successful. Traditional
programming assignments are usually assessed in a way
that ignores the skills needed for reflection in
action, but software testing promotes the
hypothesis-forming and experimental validation that are
central to this mode of learning. By changing the way
assignments are assessed--where students are
responsible for demonstrating correctness through
testing, and then assessed on how well they achieve
this goal--it is possible to reinforce desired skills.
Automated feedback can also play a valuable role in
encouraging students while also showing them where they
can improve.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCrickard:2004:DSE,
author = "D. Scott McCrickard and C. M. Chewar and Jacob
Somervell",
title = "Design, science, and engineering topics?: teaching
{HCI} with a unified method",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "31--35",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971314",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Reacting to challenges that have been observed in
human-computer interaction (HCI) education, as well as
the multidisciplinary design, science, and engineering
underpinnings, we investigate a pedagogical approach
based on case methods. Our study of various case method
techniques in an undergraduate HCI class provides
insights into challenges that can be expected in the
employment of case methods, student learning outcomes,
and considerations for HCI curriculum planning. In
general, case methods show great promise with a wide
variety of topics, and we present broad recommendations
for future work that will improve integration of HCI
professional practice, research, and education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rosson:2004:CST,
author = "Mary Beth Rosson and John M. Carroll and Con M. Rodi",
title = "Case studies for teaching usability engineering",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "36--40",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971315",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A challenge in teaching usability engineering is
providing appropriate hands-on project experience.
Students need projects that are realistic enough to
address meaningful issues, but manageable within one
semester. We describe our use of online case studies to
motivate and model course projects in usability
engineering. The cases illustrate scenario-based
usability methods, and are accessed via a custom
browser. We summarize the content and organization of
the case studies, several case-based learning
activities, and students' reactions to the activities.
We conclude with a discussion of future directions for
case studies in HCI education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Leventhal:2004:TPU,
author = "L. M. Leventhal and J. Barnes and J. Chao",
title = "Term project user interface specifications in a
usability engineering course: challenges and
suggestions",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "41--45",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971316",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Term projects in an undergraduate Usability
Engineering (UE) course provide opportunities for
students to put the abstract ideas of what they have
learned in class into practice. Projects provide
students with opportunities to learn that the process
of usability engineering is rarely as smooth as it
would seem in the abstract. Moreover, term projects
give students the opportunity to learn about specific
methodologies and notations. One critical phase of the
term project is the user interface specification; in
our undergraduate UE course we have found the
specification phase to be a significant pedagogic
challenge. Key elements to that challenge are: (1)
Presenting the project requirements in such a way that
the students can generate a specification, (2) Defining
the form and format for student work, (3) Teaching the
process of specification and (4) Assessing the
students' work. In this paper, we describe our approach
to each of these four challenges. Since 1996, we have
had good success with our approach; however, student
data suggests that students still find the UE
specification process difficult. In Spring 2003, we
added some extra steps in our process that seem to lead
to greater student understanding and success.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2004:NA,
author = "Nick Parlante and David Matuszek and Jeff Lehman and
David Reed and John K. Estell and Donald Chinn",
title = "Nifty assignments",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "46--47",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971318",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cunningham:2004:TAN,
author = "Steve Cunningham and Ernest McDuffie and Harriet
Taylor",
title = "Taking advantage of national science foundation
funding opportunities",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "48--48",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971319",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This session will highlight programs in the National
Science Foundation EHR Division of Undergraduate
Education and CISE Division of Experimental and
Integrative Activities that are of interest to college
faculty, discussing the requirements and guidelines for
programs in these areas. It will include a presentation
of the characteristics of a competitive proposal and
the proposal and review processes, and participants
will be encouraged to explore their ideas with the
presenters.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lawson:2004:ITA,
author = "Eydie Lawson and Doris K. Lidtke and Barbara Price",
title = "Information technology accreditation activities",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "49--50",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971320",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Programs in Information Technology (IT) have begun at
many universities over the past decade and many are now
eager for accreditation. This paper describes the
activities undertaken in preparation for accreditation
of IT programs by the Computing Accreditation
Commission of ABET.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Golub:2004:HST,
author = "Evan Golub",
title = "Handwritten slides on a {tabletPC} in a discrete
mathematics course",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "51--55",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971322",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "There are a wide variety of ways to present
information at the front of a classroom. These include
chalk on a blackboard, markers on a whiteboard, pens on
transparencies, and computer projection systems. While
computer-based presentation systems provide many
opportunities both in and out of the classroom, there
may also be many limitations. In-class spontaneity and
dynamic exposition might be restricted. Class
preparation time might increase dramatically when
compared to the amount required to prepare handwritten
materials. Certain presentation techniques may no
longer be available. This paper will introduce a
computer-based presentation system modeled on
handwritten transparencies. It will then discuss how it
addresses the above issues as well as how it can be
used in and out of the classroom. These will be
explored in the context of its use while teaching an
undergraduate discrete mathematics course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Anderson:2004:ETP,
author = "Richard Anderson and Ruth Anderson and Beth Simon and
Steven A. Wolfman and Tammy VanDeGrift and Ken
Yasuhara",
title = "Experiences with a tablet {PC} based lecture
presentation system in computer science courses",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "56--60",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971323",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer science instructors frequently teach using
slides displayed with a computer and a data projector.
This has many advantages, e.g., ability to present
prepared materials and ease of switching the display to
a development environment during mid-presentation.
However, existing computer-based presentation systems
severely limit flexibility in delivery, hindering
instructors' extemporaneous adaptation of their
presentations to match their audiences. One major
limitation of computer-based systems is lack of support
for high-quality handwriting over slides, as with
overhead projectors and other manual presentation
systems. We developed and deployed Classroom Presenter,
a Tablet PC-based presentation system that (1) combines
the advantages of existing computer-based and manual
presentation systems and (2) builds on these systems,
introducing novel affordances. Classroom Presenter has
been used in 25 Computer Science courses at three
universities. In this paper we describe the system,
summarize results from its deployment, and detail
several novel uses of the system by instructors in
computer science courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Berque:2004:UPB,
author = "Dave Berque and Terri Bonebright and Michael
Whitesell",
title = "Using pen-based computers across the computer science
curriculum",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "61--65",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971324",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes our use of pen-based electronic
classrooms to enhance several computer science courses.
After presenting our motivation for undertaking this
work, and its relevance to the growing interest in
using tablet PC's in the classroom, we present an
overview of our use of this technology to engage
students during class. Finally, we present the
students' reaction to the approach as measured through
attitude surveys and a focus group.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Herrmann:2004:ACR,
author = "Nira Herrmann and Jeffrey L. Popyack and Bruce Char
and Paul Zoski",
title = "Assessment of a course redesign: introductory computer
programming using online modules",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "66--70",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971326",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We assess the effectiveness of an extensive redesign
of the first Computer Programming course offered to
computer science and computer engineering majors. Our
goals were to improve student learning while reducing
costs by making use of substantial Web-based course
material and course management tools, including
multi-level online modules that individualize
instruction and enable students to self-schedule
learning each week. DFW rates and costs were
significantly reduced by the redesign.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McDonald:2004:SAS,
author = "Merry McDonald and Brian Dorn and Gary McDonald",
title = "A statistical analysis of student performance in
online computer science courses",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "71--74",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971327",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "During the past few years the number of courses
offered online has greatly increased as technology has
made delivery of such courses feasible. This paper
discusses the experiences of the authors in teaching
online courses for upper-division computer science
students and reports results of a study comparing
success of students in online courses to students in
traditional courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moskal:2004:EEN,
author = "Barbara Moskal and Deborah Lurie and Stephen Cooper",
title = "Evaluating the effectiveness of a new instructional
approach",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "75--79",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971328",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the evaluation of an
NSF-sponsored educational research project. The primary
focus of this project was to develop and evaluate a
course curriculum designed to improve retention and
performance for ``at risk'' introductory computer
science majors. The results of this research suggest
that the newly developed course and curriculum
materials did improve students' performance and
retention in computer science and their attitudes
towards computer science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Diwan:2004:PDS,
author = "Amer Diwan and William M. Waite and Michele H.
Jackson",
title = "{PL-detective}: a system for teaching programming
language concepts",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "80--84",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971330",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The educational literature recognizes that people go
through a number of stages in their intellectual
development. During the first stage, called received
knowledge or dualism, people expect knowledge to be
handed to them by authority figures (thus ``received'')
and think in terms of black and white (thus
``dualism''). Our experience indicates that many
computer science students are at this first stage of
learning. To help students move beyond this stage, we
describe a system and strategy, the PL-detective, to be
used in a ``concepts of programming languages'' course.
Assignments using this system directly confront
students with the notion that there are often multiple
equally good answers and that discussion with students
(rather than asking the instructor) is an effective way
of learning how to reason.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Phillips:2004:HPL,
author = "Andrew T. Phillips",
title = "Highlighting programming language issues using mixed
language programming in {Maple} and {C}",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "85--89",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971331",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Three examples using mixed language programming in
Maple and C are provided for the express purpose of
highlighting, in a practical way, various issues
normally discussed in a traditional programming
languages class only as theoretical concepts. The three
examples highlight concepts in parameter passing
techniques, storage order choices, native machine types
and sizes, and the handling of single and
multi-dimensional arrays when dealing with legacy
code.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fernandes:2004:TSP,
author = "Eric Fernandes and Amruth N. Kumar",
title = "A tutor on scope for the programming languages
course",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "90--93",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971332",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In order to facilitate problem-based learning in our
Programming Languages course, we developed a tutor on
static and dynamic scope. Static scope includes the
scope of variables, the referencing environment of
procedures and the scope of procedure names in a
language that permits nesting of procedure definitions
(e.g., Pascal, Ada). Dynamic scope includes the scope
of variables, and the referencing environment of
procedures. In this paper, we will describe the design
of our tutor, and present the results of evaluating it
for two semesters in our Programming Languages
course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{DePalma:2004:CCS,
author = "Paul {De Palma} and Charles Frank and Suzanne
Gladfelter and Joshua Holden",
title = "Cryptography and computer security for
undergraduates",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "94--95",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971334",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The panel discusses solutions to the problem of
computer security education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fincher:2004:SSP,
author = "Sally Fincher",
title = "{SIGCSE} special projects showcase",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "96--97",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971336",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This session showcases the projects that have received
support from a SIGCSE Special Project Award in the
previous year.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Baldwin:2004:SRS,
author = "Doug Baldwin and Bill Marion and Henry Walker",
title = "Status report on the {SIGCSE} committee on the
implementation of a discrete mathematics course",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "98--99",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971337",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wick:2004:SDR,
author = "Michael R. Wick and Daniel E. Stevenson and Andrew T.
Phillips",
title = "Seven design rules for teaching students sound
encapsulation and abstraction of object properties and
member data",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "100--104",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971339",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Because encapsulation is a difficult concept for
students to implement correctly, we propose a set of
seven software design rules to be used as an aid for
teaching the appropriate design and use of
encapsulation of object properties.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Andrianoff:2004:AOT,
author = "Steven K. Andrianoff and Dalton R. Hunkins and David
B. Levine",
title = "Adding objects to the traditional {ACM} programming
contest",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "105--109",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971340",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Programming contests have a long established role as
co-curricular activities. But as programming
methodology has changed, the programming contest
problems have not reflected these changes. In this
paper, we describe a way to modernize the traditional
ACM-style contest while preserving the problem solving
aspects. We do so by introducing a new type of problem
that requires that solutions interact with pre-defined
classes. We discuss the effects of this change on a
contest conducted for high school students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hansen:2004:GSI,
author = "Stuart Hansen",
title = "The game of set\reg{}: an ideal example for
introducing polymorphism and design patterns",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "110--114",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971341",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents an object--oriented design for a
solitaire version of the game of Set\reg{} The design
is responsibility driven and illustrates polymorphism
and several fundamental design patterns, including
Flyweight, Strategy and Factory. It introduces each of
these to solve particular problems within the design.
The direct application of these concepts and the
interest our students show in the game make Set an
ideal example for classroom discussions and
assignments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roberts:2004:DCL,
author = "Eric Roberts",
title = "The dream of a common language: the search for
simplicity and stability in computer science
education",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "115--119",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971343",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In recent years, the languages, paradigms, and tools
used to teach computer science have become increasingly
complex. This added complexity puts pressure on
designers of introductory courses, who must cover more
material in an already overcrowded syllabus. The
problem of complexity is exacerbated by the fact that
languages and tools change quickly, which leads to
profound instability in the manner in which computer
science is taught. The situation has reached a point
where it is difficult for individual computer science
teachers to keep up. This paper examines the factors
that promote complexity and instability in computer
science. It then goes on to argue that we, as
educators, must take responsibility for breaking this
cycle of rapid obsolescence by developing a stable and
effective collection of Java-based teaching resources
that will meet the needs of the computer science
education community. Such an initiative is already in
progress under the direction of a special task force
appointed by the ACM Education Board. The charter and
current plans for that task force are being presented
in a special session at this symposium.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mahmoud:2004:RIC,
author = "Qusay H. Mahmoud and W{\l}odek Dobosiewicz and David
A. Swayne",
editor = "Dan Joyce and Deborah Knox and Wanda Dann and Thomas
L. Naps",
title = "Redesigning Introductory Computer Programming with
{HTML}, {JavaScript}, and {Java}",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "120--124",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/971300.971344;
https://doi.org/10.1145/1028174.971344",
ISBN = "1-58113-798-2",
ISBN-13 = "978-1-58113-798-9",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2004.html#MahmoudDS04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "In this paper we describe our experience in the design
and teaching of a new evolutionary introductory
programming course in a new Distributed Computing and
Communications Systems Technology program at the
University of Guelph-Humber. This course is
evolutionary and innovative because it integrates the
use of HTML, JavaScript, and Java in a one-semester
introductory computer programming course. This is a
marked departure from the use of a single conventional,
general purpose, programming language such as Java or
C++. The course is designed with two goals in mind: to
improve the students experience in their first computer
programming; and to achieve retention in the new
program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davis:2004:FS,
author = "Timothy Davis and Robert Geist and Sarah Matzko and
James Westall",
title = "$ \tau \acute {\epsilon } \chi \nu \eta $: a first
step",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "125--129",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971345",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A new approach to the design of the computing
curriculum for a Bachelor of Arts degree is described.
The approach relies extensively on problem-based
instruction and computer graphics to teach key concepts
in computer science. The novelty arises from the
magnitude and origin of the problems to be integrated
into the curriculum and the breadth of the impact
across the curriculum. Results from a trial course, the
first experiment with the new approach, are described.
The course, Tools and Techniques for Software
Development, is a sophomore-level course in programming
methodology. Construction of a ray-tracing system (for
generating synthetic images) was the vehicle chosen for
the instruction.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Neff:2004:ABC,
author = "Norman Neff",
title = "Attribute based compiler implemented using visitor
pattern",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "130--134",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971347",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In our compiler course for undergraduate students, we
use a class of attribute grammars to specify type
information, target code, and other properties
calculated for the source program. In the design of the
compiler, a modification of the visitor design pattern
allows us to transparently compute the attributes.
Within our framework, implementation is
straightforward; the emphasis of the course shifts to
theory and specification. In several offerings of the
course, students have implemented parts of a highly
modular compiler for a small, statically typed object
oriented language.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Vieira:2004:LEH,
author = "Luiz Filipe M. Vieira and Marcos Augusto M. Vieira and
Newton J. Vieira",
title = "Language emulator, a helpful toolkit in the learning
process of computer theory",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "135--139",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971348",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Language Emulator, written in Java, is a toolkit to
help undergraduate students to understand the concepts
of Automata Theory. The software allows the
manipulation of regular expressions, regular grammars,
deterministic finite automata, nondeterministic finite
automata with and without lambda transitions, and Moore
and Mealy machines. Language Emulator introduces
error-detecting and internationalization
functionalities into automata tools. It has been
accepted by 95\% of students in a recent survey,
indicating that it is a helpful toolkit in learning
Automata Theory.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cavalcante:2004:VIA,
author = "Ryan Cavalcante and Thomas Finley and Susan H.
Rodger",
title = "A visual and interactive automata theory course with
{JFLAP} 4.0",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "140--144",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971349",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe the instructional software JFLAP 4.0 and
how it can be used to provide a hands-on formal
languages and automata theory course. JFLAP 4.0 doubles
the number of chapters worth of material from JFLAP
3.1, now covering topics from eleven of thirteen
chapters for a semester course. JFLAP 4.0 has easier
interactive approaches to previous topics and covers
many new topics including three parsing algorithms,
multi-tape Turing machines, L-systems, and grammar
transformations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rountree:2004:PSS,
author = "Nathan Rountree and Tamar Vilner and Brenda Cantwell
Wilson and Roger Boyle",
title = "Predictors For success in studying {CS}",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "145--146",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971351",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goldweber:2004:RBCa,
author = "Michael Goldweber and Martyn Clark and Sally Fincher",
title = "The relationship between {CS} education research and
the {SIGCSE} community",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "147--148",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971352",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chase:2004:ATB,
author = "J. D. Chase and Dennie Templeton and Michael Peterson
and Carlotta Eaton and Diane Wolff and Edward G. Okie",
title = "Articulation through a body of knowledge: a report on
an {NSF ATE} project involving {Radford University} and
the {Virginia Community College System}",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "149--150",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971354",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Frens:2004:TTT,
author = "Jeremy D. Frens",
editor = "Dan Joyce and Deborah Knox and Wanda Dann and Thomas
L. Naps",
title = "Taming the Tiger: Teaching the Next Version of
{Java}",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "151--155",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971356;
https://doi.org/10.1145/971300.971356",
ISBN = "1-58113-798-2",
ISBN-13 = "978-1-58113-798-9",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2004.html#Frens04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "The next version of the Java language (Software
Development Kit 1.5) will include generics, an enhanced
for loop, boxing and unboxing of primitive types,
typesafe enumerated types, static import, variable
arguments, and metadata. This new version is a
significant change of the language itself, adding many
features that will impact the use of Java in computer
science curricula. Fortunately, this new version
provides several features that instructors have wanted
in the language from its beginning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reis:2004:TPI,
author = "Charles Reis and Robert Cartwright",
title = "Taming a professional {IDE} for the classroom",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "156--160",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971357",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An important question that must be addressed in a
coherent computing curriculum is which programming
environments to use across the curriculum. For Java,
currently the most widely used language in computing
education, a wide variety of professional integrated
development environments (IDEs) are
available---including the increasingly popular,
open-source Eclipse environment. Professional IDEs for
Java work well in advanced courses, but they are poorly
matched to introductory courses because they deluge
beginning students with a complex array of features. In
addition, professional IDEs fail to shield students
from distracting complications like the Java command
line interface and Java console I/O. For this reason,
many educators favor using a ``pedagogic'' IDE such as
BlueJ or DrJava to provide a gentle introduction to the
mechanics of Java programming. To eliminate the gap
between pedagogic and professional IDEs for Java, we
have developed a plug-in for Eclipse that supports
exactly the same programming interface as DrJava. It
features an Interactions pane for evaluating program
statements and expressions ``on the fly'' as in DrJava.
With this plug-in, Eclipse is accessible to beginning
programmers. In this configuration, Eclipse is a
suitable vehicle for teaching introductory
programming--enabling Eclipse to be used across the
entire spectrum of the computing curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Proulx:2004:JIT,
author = "Viera K. Proulx and Richard Rasala",
editor = "Dan Joyce and Deborah Knox and Wanda Dann and Thomas
L. Naps",
title = "{Java IO} and testing made simple",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "161--165",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971358;
https://doi.org/10.1145/971300.971358",
ISBN = "1-58113-798-2",
ISBN-13 = "978-1-58113-798-9",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2004.html#ProulxR04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "We present software tools that support robust input
processing and comprehensive testing in Java. The
software includes the JPT library that supports
error-checked typed input via console or GUI for all
primitive types. This provides a robust encapsulation
of typical interactive input requests encountered in
introductory programming courses. The Java Power
Framework and its extension allow the user to develop a
comprehensive test suite independent of the target
classes. The type-safe input framework allows us to
implement an external iterator interface for several
types of input data sources, including the console, a
GUI, a file, and an internal data structure. Student's
programs that implement various algorithms can then
process data independently of its source: running tests
on existing data structures; creating inputs
interactively; or running stress tests and timing tests
on large input files.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCann:2004:CSC,
author = "Lester I. McCann",
title = "Contemplate sorting with columnsort",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "166--169",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971360",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The efficiency of Internet search engines has made it
trivial for students to find implementations of
standard algorithms. This fact has led computer science
educators to be more creative with their assignments to
encourage students to create their own implementations.
Unfortunately, excessive creativity can obscure
learning objectives, particularly for less insightful
students. We demonstrate that recasting the parallel
sorting algorithm Columnsort for a uniprocessor
environment provides the foundation for a variety of
sorting assignments that can engage students while not
obscuring educational objectives.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roussos:2004:TGF,
author = "Constantine Roussos",
title = "Teaching growth of functions using equivalence
classes: an alternative to big {O} notation",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "170--174",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971361",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Understanding growth of functions using the standard
big O definition and notation is a challenge for many
undergraduate students. This paper {$<$ ol$>$} presents
an approach to teaching growth of functions that
utilizes equivalence classes and partial ordering,
identifies those mathematical concepts students should
comprehend in order to understand the principles
underlying growth of functions, demonstrates
pedagogical inadequacies in existing order of
complexity notation and definitions and gives a
rationale for restricting functions under consideration
to positive-valued, monotonic increasing. {$<$}/ol",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shaffer:2004:BPF,
author = "Clifford A. Shaffer",
title = "Buffer pools and file processing projects for an
undergraduate data structures course",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "175--178",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971362",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents a family of programming projects
appropriate to a sophomore-level data structures
course, centered around the concept of a buffer pool
serving as the access intermediary to a disk file.
These projects provide a meaningful vehicle for
practicing object-oriented design techniques and teach
fundamental material on file processing and
manipulating binary data. I begin with a concrete
example, a heap stored on disk and mediated by a buffer
pool. Several important intellectual concepts
introduced by such a project are enumerated.
Significant extensions and alternatives to the basic
project are then described. I conclude with some
observations on the role of file processing in modern
CS curricula, and the significance of recent trends
away from coverage of these topics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kaczmarczyk:2004:IWC,
author = "Lisa Kaczmarczyk and Gerald Kruse and Dian Rae Lopez
and Deepak Kumar",
title = "Incorporating writing into the {CS} curriculum",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "179--180",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971364",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Burge:2004:PCU,
author = "Mark Burge",
title = "Pervasive computing in the undergraduate curriculum",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "181--182",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971366",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Begel:2004:KLC,
author = "Andrew Begel and Daniel D. Garcia and Steven A.
Wolfman",
title = "Kinesthetic learning in the classroom",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "183--184",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971367",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pollock:2004:IHS,
author = "Lori Pollock and Kathleen McCoy and Sandra Carberry
and Namratha Hundigopal and Xiaoxin You",
title = "Increasing high school girls' self confidence and
awareness of {CS} through a positive summer
experience",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "185--189",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971369",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the design, implementation, and
impact evaluation of a summer program designed to
attract high school girls to entering an information
technology field for their college major. Our main
contributions include an analysis of immediate and
longer term surveys from both the student participants
and the female teaching assistants, curriculum and
pedagogy highlights of the program, and lessons learned
from the planning and implementation experiences.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rich:2004:CCD,
author = "Lauren Rich and Heather Perry and Mark Guzdial",
title = "A {CS1} course designed to address interests of
women",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "190--194",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971370",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Literature on women in computing points out that
computer science is not being effective at attracting
and retaining women. Introduction to Media Computation
is a new CS1 aimed especially at non-majors which was
designed explicitly to address the concerns of women in
computer science, such as the lack of relevance and
creativity. The course is contextualized around the
theme of manipulating and creating media. Of the 121
students who took the course (2/3 female), only three
students dropped (all male), and 89\% completed the
course with a grade C or better. This paper presents
data from interviews with women in the Media
Computation class, then contrasts with interviews in a
more traditional CS1.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Irani:2004:UGC,
author = "Lilly Irani",
title = "Understanding gender and confidence in {CS} course
culture",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "195--199",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971371",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Women in the first systems course in Stanford's CS
core find themselves in a divided culture in which they
are a minority. For these women, establishing an
identity of competence becomes critical to defining a
place in the CS culture and establishing legitimacy.
Social factors such as gendered self-presentation and
communication, rather than objective measures of
ability, plays a large role in developing confidence.
Only by understanding the role of such social factors
can we develop strategies for creating a more inclusive
CS culture in which women may thrive. Findings are
drawn from surveys, interviews, and five years of
enrollment data.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Holliday:2004:CAU,
author = "Mark A. Holliday and David Luginbuhl",
title = "{CS1} assessment using memory diagrams",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "200--204",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971373",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Understanding the execution of an object-oriented
program can be a challenge for a student starting a CS1
course. We believe that a type of diagram that we call
a memory diagram can aid the student in understanding
object-oriented programming and can assist the
instructor in assessing the student's understanding.
Memory diagrams focus on how, in an abstract sense, the
memory of the machine changes as the program executes.
Though memory diagrams are a simple idea, by careful
use of shape and placement, a number of key points
about the meaning of a program fragment can be conveyed
visually. We have found a correlation between a
student's ability to construct these diagrams and that
student's comprehension of object-oriented concepts. We
feel that this correlation indicates that memory
diagrams can be used as an assessment technique that,
in turn, can be used to improve student learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ellsworth:2004:QS,
author = "Christopher C. Ellsworth and James B. {Fenwick, Jr.}
and Barry L. Kurtz",
title = "The {Quiver System}",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "205--209",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971374",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Quiver (QUIz VERification) System is an Internet
server for building, maintaining, and administering
programming quizzes. It is similar to the online judges
used for programming contests but differs in that it
targets the classroom use of programming quizzes as a
teaching aid and evaluation tool. It can provide very
detailed feedback regarding quiz behavior so that the
student can debug her program. This system is developed
as part of the grant ``Intra-Curriculum Software
Engineering Education'' funded by the National Science
Foundation (DUE 0127439).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Daly:2004:AAP,
author = "Charlie Daly and John Waldron",
title = "Assessing the assessment of programming ability",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "210--213",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971375",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A recent study [7] has shown that many computing
students are not able to develop straightforward
programs after the introductory programming sequence.
Normal student assessment should have highlighted this
problem, it did not, therefore normal assessment of
programming ability does not work. We examine why
current assessment methods (written exams and
programming assignments) are faulty. We investigate
another method of assessment (the lab exam) and show
that this form of assessment is more accurate. We
explain why accurate assessment is essential in order
to encourage students to develop programming ability.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Klassner:2004:ELI,
author = "Frank Klassner",
title = "Enhancing {Lisp} instruction with {RCXLisp} and
robotics",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "214--218",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971377",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents the RCXLisp library, an extension
to Common Lisp that allows students to investigate a
broad range of artificial intelligence and computer
science topics using the LEGO MindStorms\reg{}
platform. The library has two features that distinguish
it from other third-party packages and languages
designed by academics and hobbyists for programming the
MindStorms platform. The first is that it supports both
remote control and on-board programming of MindStorms
robots. The second is that it supports targeted
communication between multiple LEGO robots and
command-center desktops. The package is also the only
one to be integrated into most popular Common Lisp
programming environments. This paper also summarizes
student experiences with the package over the years
2000-2003 in an Artificial Intelligence course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Soh:2004:UGD,
author = "Leen-Kiat Soh",
title = "Using game days to teach a multiagent system class",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "219--223",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971378",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Multiagent systems is an attractive problem solving
approach that is becoming ever more feasible and
popular in today's world. It combines artificial
intelligence (AI) and distributed problem solving to
allow designers (programmers and engineers alike) to
solve problems otherwise deemed awkward in traditional
approaches that are less flexible and centralized. In
the Fall semester of 2002, I introduced a new
game-based technique to my Multiagent Systems class.
The class was aimed for seniors (with special
permission) and graduate students in Computer Science,
covering some breadth and depth of issues in multiagent
systems. One of the requirements was participation in
four Game Days. On each Game Day, student teams
competed against each other in games related to issues
such as auction, task allocation, coalition formation,
and negotiation. This article documents my designs of
and lessons learned from these Game Days. The Game Days
were very successful. Through role-playing, the
students were motivated and learned about multiagent
systems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hill:2004:DTE,
author = "John M. D. Hill and Kenneth L. Alford",
title = "A distributed task environment for teaching artificial
intelligence with agents",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "224--228",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971379",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "It is not uncommon to teach Artificial Intelligence
(AI) by asking students to implement agents that embody
intelligent behavior. This helps students gain a fuller
understanding of the many concepts taught in the
course. There are two issues with this approach that
deserve attention. First, students come into an AI
course knowing how to program in different languages
and having different levels of programming ability.
Second, it's useful for the students to have a single
task environment for all of the agents they program. A
solution to both issues lies in a distributed system
where the agents are clients communicating with a
server that handles a configurable task environment.
This allows the students to program their agents in any
language and on any platform they desire, so long as
they can communicate with the task environment server.
If the task environment can be configured to provide
additional levels of complexity and difficulty, this
allows students to program at a level they are
comfortable with. They can then challenge themselves by
incorporating more advanced capabilities into their
agents. This paper presents just such a distributed and
configurable task environment that was developed for an
undergraduate AI course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Burhans:2004:BUC,
author = "Debra T. Burhans and Matt DeJongh and Travis E. Doom
and Mark LeBlanc",
title = "Bioinformatics in the undergraduate curriculum:
opportunities for computer science educators",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "229--230",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971381",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dougherty:2004:PTF,
author = "John P. Dougherty and Thomas B. Horton and Daniel D.
Garcia and Susan H. Rodger",
title = "Panel on teaching faculty positions",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "231--232",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971382",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roberts:2004:RSU,
author = "Eric Roberts",
editor = "Dan Joyce and Deborah Knox and Wanda Dann and Thomas
L. Naps",
title = "Resources to Support the Use of {Java} in Introductory
Computer Science",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "233--234",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971384;
https://doi.org/10.1145/971300.971384",
ISBN = "1-58113-798-2",
ISBN-13 = "978-1-58113-798-9",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2004.html#Roberts04a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Astrachan:2004:WCA,
author = "Owen Astrachan",
title = "Why i care about programming and how to teach it",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "235--235",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971302",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This is the thirty-fifth SIGCSE conference. Off-by-one
bugs notwithstanding, it seems safe to assume that the
members of the SIGCSE community have been teaching
programming for at least 35 years. Have we improved the
teaching of programming in that time? We have changed
languages, we have occasionally changed paradigms, and
the platform we use to teach programming is effectively
infinitely more powerful than it was 35 years ago.
However, if we use the SIGCSE proceedings as a snapshot
of the state-of-the-art in teaching programming, it's
possible to take a view that ``the more things change
the more they remain the same.'' In this talk I'll
review what the community has had to say about teaching
programming and what it is saying today. The community
does not always speak in one voice, but there are
established trends that illuminate what we as a
community view as important. In 1974 David Gries
discussed how we should teach programming and used this
analogy: ``Suppose you attend a course in cabinet
making. The instructor briefly shows you a saw, a
plane, a hammer, and a few other tools, letting you use
each one for a few minutes. He next shows you a
beautifully-finished cabinet. Finally, he tells you to
design and build your own cabinet and bring him the
finished product in a few weeks. You would think he was
crazy!'' As part of this talk I will demonstrate how I
teach program-building and why I think that if we do
not program in front of our students we cannot
effectively teach programming. I hope to convince you
that programming should be taught by demonstration and
that I am not crazy.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McKinney:2004:HWP,
author = "Dawn McKinney and Leo F. Denton",
title = "{Houston}, we have a problem: there's a leak in the
{CS1} affective oxygen tank",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "236--239",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971386",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The affective domain can be used to support the
internalization of cognitive content and foster the
development of curriculum and industry-related
interests, attitudes, values, and practices. This study
investigated correlations between affective factors and
course grade. Interest, perceived competence, effort,
lack of pressure, and value correlated significantly
with CS1 course grades. Moreover, this study
investigated the levels of these factors over the
course of CS1. Almost all of the levels of these
significant factors decreased significantly during the
CS1 course as measured by pretests and posttests.
Results of this study further indicated that the use of
specific affective objectives and instructional
strategies lessened these decreases.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ventura:2004:WCS,
author = "Phil Ventura and Bina Ramamurthy",
title = "Wanted: {CS1} students. no experience required",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "240--244",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971387",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper reports research on the effect of prior
programming experience on success in an objects-first
CS1. In an objects-first, approach students are taught
from the very beginning to think in terms of objects
and the fundamentals of object-oriented programming,
encapsulation, inheritance, and polymorphism. These
concepts are introduced before traditional selection
and iterative constructs. The finding that students
with prior programming experience do not do better than
those without such experience flies in the face of
conventional wisdom.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Braught:2004:CEC,
author = "Grant Braught and Craig S. Miller and David Reed",
title = "Core empirical concepts and skills for computer
science",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "245--249",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971388",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Educators are increasingly acknowledging that
practical problems in computer science demand basic
competencies in experimentation and data analysis.
However, little effort has been made towards explicitly
identifying those empirical concepts and skills needed
by computer scientists, nor in developing methods of
integrating those concepts and skills into CS
curricula. In this paper, we identify a core list of
empirical competencies and motivate them based on
established courses outside of computer science, their
potential use in standard CS courses, and their
application to real-world problems. Sample assignments
that facilitate the integration of these competencies
into the CS curriculum are also discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thomas:2004:SOD,
author = "Lynda Thomas and Mark Ratcliffe and Benjy Thomasson",
title = "Scaffolding with object diagrams in first year
programming classes: some unexpected results",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "250--254",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971390",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper reports on an experiment in which first
year programming students were given explicit
encouragement to use Object (Instance) diagrams when
tracing code in multiple-choice questions. We
conjectured that by providing scaffolding in this
technique, students would be helped to understand the
code better and that they would then continue to draw
their own diagrams in similar situations. This turned
out not to be the case. Although generally students who
draw diagrams do better in questions that test their
understanding of code behaviour and object referencing,
our intervention does not appear to have helped
students and the students who were exposed to the
intervention were not more likely to go on to use the
technique themselves.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Valentine:2004:CER,
author = "David W. Valentine",
title = "{CS} educational research: a meta-analysis of {SIGCSE}
technical symposium proceedings",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "255--259",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971391",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A meta-analysis is performed on the last twenty years
of SIGCSE Technical Symposium Proceedings, looking for
the kind of CS Educational Research that has been done
at the CS1/CS2 level. A six-point taxonomy of articles
types is described. It is shown that about one in five
of all CS1/CS2 presentations have used some kind of
experimental model, albeit ``experimental'' is defined
quite broadly. Over the last ten years both the number
of experimental models, and the percentage of
experimental models among CS1/CS2 has significantly
increased. SIGCSE members are challenged to adopt a
research model for their presentations to the Technical
Symposium.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{DePasquale:2004:ESP,
author = "Peter DePasquale and John A. N. Lee and Manuel A.
P{\'e}rez-Qui{\~n}ones",
title = "Evaluation of subsetting programming language elements
in a novice's programming environment",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "260--264",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971392",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we evaluate the effects of applying
programming language subsets to the programming
environment used by novice (CS1) students in a
closed-laboratory setting, as well as reducing the
complexity of the user interface for the environment.
Our goal in this effort was to assess if such interface
and application-level changes adversely impact the
student or hinder the later migration to a traditional
professional-strength programming environment. We focus
on the comparison of the quantitative data captured
from the closed-laboratory sessions (assignment grades,
number of syntax / semantic errors, and the number of
compilation / execution attempts) involving subjects
that used a new programming environment featuring a
less complex interface in two forms: one lacking
support of language subsets, and one supporting the
application of language subsets. We found that while
using the environment supporting the application of
language subsets, there was no difference in the
compilation-attempt rate, the number of errors did not
increase, and student grades were equivalent between
the experiment groups. Additionally, following a
migration to the professional environment from the
simplified environment, student grades were equivalent
to those that had used the professional environment
throughout the experiment. Student reaction to the
experimental environment was very positive, especially
related to the removal of unused tools and project
management features.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Amirijoo:2004:RMR,
author = "Mehdi Amirijoo and Aleksandra Te{\v{s}}anovi{\'c} and
Simin Nadjm-Tehrani",
title = "Raising motivation in real-time laboratories: the
soccer scenario",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "265--269",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971394",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Real-time systems is a topic that one cannot overlook
in an engineer's education. However, teaching real-time
systems in an undergraduate syllabus is a challenging
experience due to conflicting constraints placed on
such a course. In this paper we present a new setup for
laboratories in the real-time systems course that
successfully meets the constraints of mass education,
stable environment management, short time span for the
labs, and still enables deep involvement of students in
the central topic of resource allocation with high
motivation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sarkar:2004:ICH,
author = "Nurul I. Sarkar and Trevor M. Craig",
title = "Illustrating computer hardware concepts using
{PIC}-based projects",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "270--274",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971395",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We are developing a series of interesting projects
that give students a hands-on introduction to computer
hardware concepts. Our projects are designed around the
PIC16F84, a powerful 8-bit microcontroller chip that
sells for less than \$10. The projects are suitable for
classroom use in introductory level courses about
computer hardware. The effectiveness of these projects
has been evaluated both formally by students (student
evaluation forms) and informally --- through discussion
within the teaching team. The feedback from students
indicates that the development and implementation of
the projects were successful. This paper describes the
details of the projects completed to date, their
overall effectiveness and our plans for further
projects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Debray:2004:WEP,
author = "Saumya Debray",
title = "Writing efficient programs: performance issues in an
undergraduate {CS} curriculum",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "275--279",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971396",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Performance is an essential aspect of many software
systems, and it is important for programmers to
understand performance issues. However, most
undergraduate curricula do not explicitly cover
performance issues---performance monitoring and
profiling tools, performance improvement techniques,
and case studies---in their curricula. This paper
describes how we address this topic as part of a
third-year programming course. We focus on tools and
techniques for monitoring and improving performance, as
well as the interaction between clean program design
and performance tuning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Grodzinsky:2004:RCT,
author = "Frances Grodzinsky and Ed Gehringer and Laurie S. King
and Herman Tavani",
title = "Responding to the challenges of teaching computer
ethics",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "280--281",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971398",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brady:2004:MCL,
author = "Alyce Brady and Kim Bruce and Robert Noonan and Allen
Tucker and Henry Walker",
title = "The 2003 model curriculum for a liberal arts degree in
computer science: preliminary report",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "282--283",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971400",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2004:ILR,
author = "David Ginat and Owen Astrachan and Daniel D. Garcia
and Mark Guzdial",
title = "``But it looks right!'': the bugs students don't see",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "284--285",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971401",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "It is not rare that programming students are surprised
when they encounter bugs in their program, which
``looks completely right''. Such a phenomenon expresses
lack of awareness of analysis, design, and testing
habits, which yield undesirable outcomes. The special
session will focus on various programming aspects that
may look seemingly right to students, but yield a
buggy, wrong result. Various aspects will be displayed,
illustrated, and discussed with the audience, in order
to better understand the characteristics of bugs and
ways of coping with them in our teaching.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kolling:2004:EAB,
author = "Michael K{\"o}lling and David J. Barnes",
editor = "Dan Joyce and Deborah Knox and Wanda Dann and Thomas
L. Naps",
title = "Enhancing Apprentice-Based Learning of {Java}",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "286--290",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971403;
https://doi.org/10.1145/971300.971403",
ISBN = "1-58113-798-2",
ISBN-13 = "978-1-58113-798-9",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2004.html#KullingB04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Various methods have been proposed in the past to
improve student learning by introducing new styles of
working with assignments. These include problem-based
learning, use of case studies and apprenticeship. In
most courses, however, these proposals have not
resulted in a widespread significant change of teaching
methods. Most institutions still use a traditional
lecture/lab class approach with a strong separation of
tasks between them. In part, this lack of change is a
consequence of the lack of easily available and
appropriate tools to support the introduction of new
approaches into mainstream courses. In this paper, we
consider and extend these ideas and propose an approach
to teaching introductory programming in Java that
integrates assignments and lectures, using elements of
all three approaches mentioned above. In addition, we
show how the BlueJ interactive programming environment
[7] (a Java development environment aimed at education)
can be used to provide the type of support that has
hitherto hindered the widespread take-up of these
approaches. We arrive at a teaching method that is
motivating, effective and relatively easy to put into
practice. Our discussion includes a concrete example of
such an assignment, followed by a description of
guidelines for the design of this style of teaching
unit.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Howe:2004:CFA,
author = "Emily Howe and Matthew Thornton and Bruce W. Weide",
title = "Components-first approaches to {CS1\slash CS2}:
principles and practice",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "291--295",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971404",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Among the many ways to focus CS1/CS2 content, two have
been published that emphasize concepts of
component-based software engineering. Courses based on
these two instances of a ``components-first'' approach
are remarkably similar in several crucial
respects--which is surprising because they were
developed independently and with very different
objectives. Indeed, the two versions are based on
virtually the same principles for content organization,
and they share many common features that are unusual
for CS1/CS2. Yet, they are notably different in other
ways. Detailed analysis of similarities and differences
suggests that it might be possible to transfer some of
their claimed and documented advantages to other
approaches within the programming-first paradigm for
CS1/CS2, by rearranging the content of such courses in
accord with the underlying principles of the
components-first approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lewis:2004:WDE,
author = "Tracy L. Lewis and Mary Beth Rosson and Manuel A.
P{\'e}rez-Qui{\~n}ones",
title = "What do the experts say?: teaching introductory design
from an expert's perspective",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "296--300",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971405",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This study examined ways to improve students' chances
of success learning design concepts through the use of
Object-Oriented Programming and Design (OOP\&D)
patterns by examining potentially effective ways to
teach such patterns to novice programmers. Using
hierarchical tree, complete-linkage analysis to survey
a group of design experts, the study developed an order
in which those experts believed thirty fundamental
OOP\&D patterns should be taught to optimize effective
student learning. Once that basic order was identified,
it became possible to divide the patterns into six
sequential phases of patterns instruction to allow both
maximal teaching and learning. Although the study did
not present a conclusively effective approach for
OOP\&D teaching, it did provide information essential
for future sequential phase patterns research.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Umphress:2004:BJI,
author = "David A. Umphress and James H. {Cross II} and Jhilmil
Jain and Nischita Meda and Larry A. Barowski",
title = "Bringing {J2ME} industry practice into the classroom",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "301--305",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971407",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes efforts to use industry wireless
software development practices in the classroom.
Nokia's OK Java 2 Platform Micro Edition (J2ME)
application certification program was chosen for use in
a core set of wireless software engineering courses.
The adaptation process included (1) modifying Nokia OK
application standards for classroom use as examples of
what is expected of industry-quality software; (2)
incorporating Nokia OK software development tools into
a student-friendly software development environment;
and (3) implementing in-house Nokia OK certification
procedures as a basis for assessing student projects
and providing feedback.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Richards:2004:TWN,
author = "Brad Richards and Benjamin Stull",
title = "Teaching wireless networking with limited resources",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "306--310",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971408",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The rapid growth of wireless communications services
and networks has led departments to consider offering
elective courses on the topic. Textbooks exist that can
help support such a course, but providing students with
hands-on wireless networking experience can be
difficult and expensive. We present the outline of a
wireless networking course that can be offered with
minimal resources, and describe our experiences using
the approach. The students who took the initial
offering of the course gained hands-on experience with
wireless networking, did traditional sockets
programming, and acquired the theoretical foundations
of both traditional and wireless networking. Students
implement a simplified IEEE 802.11 Wireless Ethernet
MAC layer as a course project. In our case, the
implementations took advantage of the Cybiko, a \$50
wireless handheld computer targeted at teenagers. Our
materials are currently being ported to other
platforms, including Bluetooth-enabled Palms and
networks of workstations. The latter platform will
allow this project to be conducted without any special
resources.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yoo:2004:RAI,
author = "Sung Yoo and Scott Hovis",
title = "Remote access internetworking laboratory",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "311--314",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971409",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "College students in computer networking courses are
very interested in Internet technology because of the
rapid growth in that area. Of particular interest is
the need for practical experience in network design and
configuration. A typical computer networking class
curriculum includes the study of theory and the
laboratory projects. The laboratory projects are
designed to give students a better understanding of
computer networks. Most of the laboratory projects are
software projects. Furthermore it is common to find
projects in the area of implementing an application
layer protocol and protocol observations in many
computer network course textbooks [7,11,12]. However,
having a networking laboratory with the proper hardware
facilities to teach real networking has several
difficulties. These difficulties include funding for
the hardware facility, physical space limitations, and
physical accessibility of the lab facility [6,10]. We
have designed a networking lab that can solve these
problems. Old PCs have been converted to IP routers
with the free router software Zebra [5]. The proposed
laboratory system can be accessed through the Internet,
and the network topology can be changed remotely.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hovemeyer:2004:RBM,
author = "David Hovemeyer and Jeffrey K. Hollingsworth and Bobby
Bhattacharjee",
title = "Running on the bare metal with {GeekOS}",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "315--319",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971411",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Undergraduate operating systems courses are generally
taught using one of two approaches: abstract or
concrete. In the abstract approach, students learn the
concepts underlying operating systems theory, and
perhaps apply them using user-level threads in a host
operating system. In the concrete approach, students
apply concepts by working on a real operating system
kernel. In the purest manifestation of the concrete
approach, students implement operating system projects
that run on real hardware. GeekOS is an instructional
operating system kernel which runs on real hardware. It
provides the minimum functionality needed to schedule
threads and control essential devices on an x86 PC. On
this foundation, we have developed projects in which
students build processes, semaphores, a multilevel
feedback scheduler, paged virtual memory, a filesystem,
and inter-process communication. We use the Bochs
emulator for ease of development and debugging. While
this approach (tiny kernel run on an emulator) is not
new, we believe GeekOS goes further towards the goal of
combining realism and simplicity than previous systems
have.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reek:2004:DPS,
author = "Kenneth A. Reek",
title = "Design patterns for semaphores",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "320--324",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971412",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes two design patterns that are
powerful tools to help teach how semaphores are used to
solve synchronization problems. The patterns are
general enough to be used with many different types of
problems, yet are simple enough for students to
understand and apply effectively.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Robbins:2004:DHS,
author = "Steven Robbins",
title = "A disk head scheduling simulator",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "325--329",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971413",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Disk head scheduling is a standard topic in
undergraduate operating systems courses. Disk drives
were once fairly simple devices with little
intelligence. Disk head scheduling and bad block
mapping were done exclusively by operating systems. As
disk drives became larger and faster, they took on some
of these tasks. Modern drives often have a large cache
and hide their internal structure from the outside
world. In spite of changes in disk technology, the
teaching of disk head scheduling has changed little
over the last decade. This paper describes a disk head
scheduling simulator that allows students to explore
traditional disk scheduling algorithms as well as the
consequences of modern disk technology. The simulator,
which is written in Java and is freely available, can
be run remotely from a browser or downloaded for local
execution. We present methods for modifying the
traditional curriculum to make the presentation of disk
head scheduling more relevant and interesting.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ferguson:2004:OOC,
author = "Ernest Ferguson and Clifton Kussmaul and Daniel D.
McCracken and Mary Ann Robbert",
title = "Offshore outsourcing: current conditions \&
diagnosis",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "330--331",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971415",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bareiss:2004:CSS,
author = "Cathy Bareiss and Kris Powers and Scott Thede and
Marsha Meredith and Christine Shannon and Judy
Williams",
title = "The {Computer Science Small Department Initiative
(CS\_SDI)} report",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "332--333",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971417",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tucker:2004:ICK,
author = "Allen Tucker and Dennis McCowan and Fadi Deek and
Chris Stephenson and Jill Jones and Anita Verno",
title = "Implementation challenges for a {K}-12 computer
science curriculum",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "334--335",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971418",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This special session will report on the work of the
ACM K-12 Computer Science Curriculum Committee, which
recently completed the design of a K-12 model
curriculum [1]. This session is a follow-up to our
special session at SIGCSE 2003, which presented the
first draft of that curriculum design. This session
differs from that one by emphasizing the next steps
that must be taken to implement the recommendations in
the model.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Denning:2004:GPC,
author = "Peter J. Denning",
title = "Great principles in computing curricula",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "336--341",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971303",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The nearly three dozen core technologies of computing
sit in a simple framework defined by great principles
and by computing practices. The great principles are of
two kinds, mechanics and design. Computing mechanics
comprises computation, communication, coordination,
recollection, and automation. Design principles address
concerns for complexity, resilience, performance,
evolvability, and security. Practices comprise
programming, systems, modeling, innovating, and
applying. This framework opens many new possibilities
for teaching computer science, including new approaches
to programming. The new CS curriculum at the Naval
Postgraduate School is based on the framework presented
here.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Spafford:2004:WIS,
author = "Gene Spafford",
title = "What *is* information security?",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "342--342",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971304",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Recent events have increasingly focused public
attention on issues of information privacy, computer
and network security, cybercrime and cyber terrorism.
Yet despite all of this attention, there is some
confusion about what is actually encompassed by those
terms. There are some obvious components, such as
cryptography and access control. However, the list of
undisputed topics is not long or well-developed, and
many questions arise as to whether a typical computer
science department can offer all of the topics
involved. That there are only a few universities that
teach a comprehensive curriculum in these topics serves
to illustrate the imprecise nature of the field. Many
professionals have taken to describing it as
``information security'' or ``information assurance''
to distinguish that the focus is not on computers and
networks, but on the information they hold and process.
This talk will present a more comprehensive view of the
area than simply within the confines of CS/CE. The
speaker has been teaching information security for
nearly 20 years and has developed a view that spans
many traditional disciplines. The talk will present
some of the reasons for that breadth of view,
illustrated with examples taken from the recent CRA
Grand Challenges Conference on Information Security.
One conclusion from this talk is that getting good
information security education widely implemented may
not be simple, given current constraints and traditions
within academia.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fisher:2004:IYK,
author = "John Fisher and John Lowther and Ching-Kuang Shene",
title = "If you know {B}-splines well, you also know {NURBS}!",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "343--347",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971420",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents our attempt in designing intuitive
and interesting materials for teaching NURBS in an
undergraduate course with the help of our tool
DesignMentor. This approach does not require tedious
mathematics and is based on learning-by-doing and
visualization. Our approach was classroom tested and
used world-wide in the last seven years.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Zelle:2004:SLC,
author = "John M. Zelle and Charles Figura",
title = "Simple, low-cost stereographics: {VR} for everyone",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "348--352",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971421",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Students are very interested in cutting-edge
technologies like virtual reality (VR), and VR has many
potential uses in education. However, building VR
applications has proved challenging due to both cost
and technical skill barriers. Through a series of
experiments in ``shoestring'' VR, we have developed
methods of bringing an important facet of VR,
stereoscopic display, to our students in a simple,
cost-effective way. This paper describes our
approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hickey:2004:SBW,
author = "Timothy J. Hickey",
title = "{Scheme}-based {Web} programming as a basis for a
{CS0} curriculum",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "353--357",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971423",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The thesis of this paper is that Scheme-based web
programming is a worthy organizing topic for CS0
computer literacy courses. We describe an approach to
introducing non-science majors to Computer Science by
teaching them to write webpages using HTML and CSS and
to also write applets and servlets using Scheme. The
programming component of our approach is completed in
about nine weeks of a thirteen week course, leaving
time for a treatment of more traditional CS0 topics
such as intellectual property, privacy, artificial
intelligence, the limits of computability, PC
architecture, Operating Systems, CMOS and logic
circuits. We argue that the use of a high level
scripting language (like Scheme) is essential to the
success of this approach. We also argue that wide scale
success in teaching web programming to non-majors could
enhance the students productivity when they enter the
job market, and hence this approach deserves further
study.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kaplan:2004:TCU,
author = "Daniel T. Kaplan",
title = "Teaching computation to undergraduate scientists",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "358--362",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971424",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the motivation and design of an
introductory computational course for natural,
physical, and social scientists.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reed:2004:CFJ,
author = "Dale Reed and Sam John and Ryan Aviles and Feihong
Hsu",
title = "{CFX}: finding just the right examples for {CS1}",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "363--367",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971426",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Finding just the right example to answer a question
can be difficult for CS1 students and teachers. For
this to work well there must be an intuitive interface
coupled to an appropriate set of focused examples. The
examples then provide the scaffolding to enable
students' discovery. CFX (C For eXample) provides the
needed easy-to-use web based interface. A small pilot
study showed that students using CFX could find answers
to their programming questions in roughly half the time
it took using a textbook. Freely distributed as open
source software under the GNU General Public License
[4], CFX can be used as a database authoring tool to
capture a set of examples. Once the content is
established, the interface as well as the data can be
automatically exported to a standalone dynamic
interface, using static, non-database content. The
development of this system has been sponsored in part
by NSF's CCLI program, with sample content developed in
conjunction with McGraw-Hill.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Soh:2004:ABC,
author = "Leen-Kiat Soh and Hong Jiang and Charles Ansorge",
title = "Agent-based cooperative learning: a proof-of-concept
experiment",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "368--372",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971427",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents an innovative multiagent system to
support cooperative learning among students both in the
real classrooms and in distance education. The system,
called I-MINDS, consists of a group of intelligent
agents. A teacher agent monitors the student activities
and helps the teacher manage and better adapt to the
class. A student agent, on the other hand, interacts
with the teacher agent and other student agents to
support cooperative learning activities
behind-the-scene for a student. Two I-MINDS innovations
are (a) agent-federated ``buddy group'' formation and
(b) automated ranking of questions and responses. We
have tested our I-MINDS prototype with experiment and
control groups to evaluate the impact of I-MINDS in
learning. The results are encouraging.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bishop:2004:DPG,
author = "Judith Bishop and Nigel Horspool",
title = "Developing principles of {GUI} programming using
views",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "373--377",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971429",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper proposes that GUI development is as
important as other aspects of programming, such as a
sound understanding of control structures and object
orientation. Far less attention has been paid to the
programming structures for GUIs and certainly there are
few cross language principles to aid the programmer. We
propose that principles of GUIs can be extracted and
learnt, and that they do enhance good programming
practice. These principles have been implemented in our
Views system which features an XML-based GUI
description notation coupled with an engine that
shields the programmer from much of the intricate
complexity associated with events, listeners and
handlers. The system is programmed primarily in C\# for
.NET, but is available in various forms for Java and
for other platforms which support .NET through the
SSCLI.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hansen:2004:EEG,
author = "Stuart Hansen and Timothy Fossum",
title = "Events not equal to {GUIs}",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "378--381",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971430",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The event driven paradigm is ubiquitous in modern
software. Many texts introduce events when discussing
graphical user interfaces, but the event paradigm
extends well beyond that domain. Events also play
important roles in operating systems, component based
systems, reactive systems, middleware, web services and
other fields. Computer science educators have an
obligation to see that our students thoroughly
understand the event paradigm and have some grounding
in tools to develop event driven systems. This paper
describes an upper division, computer science elective
course in event driven programming. The course gives a
comprehensive treatment of event driven systems. It
appropriately captures the importance of the event
paradigm and serves to integrate concepts from several
different computing fields, including Programming
Languages, Operating Systems, and Software Engineering.
It also introduces students to advanced tools and
packages designed for developing event driven systems.
The course has been taught four times at our
institution, having repeatedly received high marks from
the students for both its conceptual and technical
content.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Saraiya:2004:EFA,
author = "Purvi Saraiya and Clifford A. Shaffer and D. Scott
McCrickard and Chris North",
title = "Effective features of algorithm visualizations",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "382--386",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971432",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Many algorithm visualizations have been created, but
little is known about which features are most important
to their success. We believe that pedagogically useful
visualizations exhibit certain features that hold
across a wide range of visualization styles and
content. We began our efforts to identify these
features with a review that attempted to identify an
initial set of candidates. We then ran two experiments
that attempted to identify the effectiveness for a
subset of features from the list. We identified a small
number of features for algorithm visualizations that
seem to have a significant impact on their pedagogical
effectiveness, and found that several others appear to
have little impact. The single most important feature
studied is the ability to directly control the pace of
the visualization. An algorithm visualization having a
minimum of distracting features, and which focuses on
the logical steps of an algorithm, appears to be best
for procedural understanding of the algorithm.
Providing a good example for the visualization to
operate on proved significantly more effective than
letting students construct their own data sets.
Finally, a pseudocode display, a series of questions to
guide exploration of the algorithm, or the ability to
back up within the visualization did not show a
significant effect on learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hendrix:2004:EFP,
author = "T. Dean Hendrix and James H. {Cross II} and Larry A.
Barowski",
title = "An extensible framework for providing dynamic data
structure visualizations in a lightweight {IDE}",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "387--391",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971433",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A framework for producing dynamic data structure
visualizations within the context of a lightweight IDE
is described. Multiple synchronized visualizations of a
data structure can be created with minimal coding
through the use of an external viewer model. The
framework supplies a customizable viewer template as
well as high-level APIs to a graph drawing library and
the Java Debugger Interface. Initial classroom use has
demonstrated the framework's ease of use as well as its
potential to as an aid to student learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tikvati:2004:VTB,
author = "Ahuva Tikvati and Mordechai Ben-Ari and Yifat
Ben-David Kolikant",
title = "Virtual trees for the {Byzantine Generals} algorithm",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "392--396",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971435",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Byzantine Generals algorithm for achieving
reliability in the presence of faults is a classic
topic in distributed computation and operating systems,
not the least because of its colorful story. We
describe a concept called virtual data structures,
which are concrete representations of global data
structures that is not actually maintained by the nodes
of a distributed system, but are required in order to
understand the correctness of algorithms. We show that
the use of virtual trees for the Byzantine Generals
algorithm can improve the understanding of this
algorithm, and we describe a visualization of the
trees.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kessler:2004:PAT,
author = "Christoph Kessler",
title = "A practical access to the theory of parallel
algorithms",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "397--401",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971436",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe a parallel programming environment that
implements the PRAM (Parallel Random Access Machine)
model. The programming environment consists of a
C-based PRAM programming language called FORK with a
compiler, libraries and tools, and a fast PRAM
simulator. The software is freely available for Unix
workstations. The programming environment and a
systematic way of writing structured parallel programs
for the PRAM model are described in a recent textbook.
Even though the programming environment was originally
developed for a hardware research project, we show that
the system is also especially suited for complementing
classical theory courses on PRAM algorithms by
programming exercises that allow students to experiment
with PRAM-style parallelism and actually implement the
algorithms as they appear in the theory textbooks. We
describe how the environment was used in a recent
graduate-level course on parallel algorithms, and
report on feedback that we got from the participants.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wagner:2004:DIC,
author = "Paul J. Wagner and Jason M. Wudi",
title = "Designing and implementing a cyberwar laboratory
exercise for a computer security course",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "402--406",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971438",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The development of a cyberwar laboratory exercise for
a computer security course raises many pedagogical and
management issues relating to the structure of the
laboratory, its network and the exercise itself. We
have designed, implemented and given such an exercise,
and faced many of these issues. Evaluation of this
exercise leads to multiple insights about the proper
goals, structure and implementation of such an
exercise.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{LeBlanc:2004:TCS,
author = "Cathie LeBlanc and Evelyn Stiller",
title = "Teaching computer security at a small college",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "407--411",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971439",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer and network security are important topics for
computer professionals in US companies today. An
adequate education in these topics would probably
involve several classes at the undergraduate level but
many computer science curricula do not have room to
have numerous required courses. In addition, most
computer science faculty members have not taken classes
covering these topics and have never worked as
professionals dealing with these areas. Dealing with
these difficult issues can be a challenge, especially
in a small college environment. In this paper, we
present our experiences teaching computer security
topics in both a system administration course and a
computer security course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hu:2004:TLI,
author = "Ji Hu and Christoph Meinel and Michael Schmitt",
title = "Tele-lab {IT} security: an architecture for
interactive lessons for security education",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "412--416",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971440",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "IT security education is an important activity in
computer science education. The broad range of existing
security threats makes it necessary to teach students
the principles of IT security as well as to let them
gain hands-on experience. In order to enable students
to practice IT security anytime anywhere, a novel
tutoring system is being developed at the University of
Trier, Germany, which allows them to get familiar with
security technologies and tools via the Internet. Based
on virtual machine technology, users are able to
perform exercises on a Linux system instead of in a
restricted simulation environment. This paper describes
the user interface of the Tele-Lab IT Security, its
system architecture and its functional components.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Burhans:2004:RCS,
author = "Debra T. Burhans and Gary R. Skuse",
title = "The role of computer science in undergraduate
bioinformatics education",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "417--421",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971442",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The successful implementation of educational programs
in bioinformatics presents many challenges. The
interdisciplinary nature of bioinformatics requires
close cooperation between computer scientists and
biologists despite inescapable differences in the ways
in which members of these professions think. It is
clear that the development of quality curricula for
bioinformatics must draw upon the expertise of both
disciplines. In addition, biologists and computer
scientists can benefit from opportunities to carry out
interdisciplinary research with one another. This paper
examines the role of computer science in undergraduate
bioinformatics education from the perspectives of two
bioinformatics program directors. Their respective
programs exemplify two substantively different
approaches to undergraduate education in bioinformatics
due to the fact that they are at markedly different
institutions. One institution is a large, technical
university, offering both undergraduate and graduate
degrees in bioinformatics while the other is a small,
Jesuit liberal arts college with an undergraduate
program in bioinformatics. Despite these differences
there is considerable overlap with respect to the role
of computer science. This paper discusses the ways in
which computer science has been integrated into these
two undergraduate bioinformatics programs, compares
alternative approaches, and presents some of the
inherent challenges.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boyle:2004:CCE,
author = "Roger Boyle and Martyn Clark",
title = "{CS++}: content is not enough",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "422--426",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971443",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "University education in computer science requires that
students learn something of the nature of the
discipline. We argue that, in addition to content
knowledge, two of the many things the educated computer
scientist might know about are the computer science
pantheon and the metaphorical structure of the
discipline's technical language.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wong:2004:DMC,
author = "Yue-Ling Wong and Jennifer Burg and Victoria
Strokanova",
title = "Digital media in computer science curricula",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "427--431",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971444",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "``Digital media'' is one of those unfortunate terms
that means different things in different contexts. This
difficulty of definition --- along with its association
with art, communication, architecture, and film ---
puts digital media on the margins of traditional
computer science curricula. This paper reviews the
types of digital media programs current in higher
education; proposes a curriculum model for digital
media instruction that is firmly grounded in computer
science at the same time that it interfaces easily with
digital art; and describes specially-designed course
material that serves the interdisciplinary need while
preserving the rigor of the computer science
discipline.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goldman:2004:CFI,
author = "Kenneth J. Goldman",
title = "A concepts-first introduction to computer science",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "432--436",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971446",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present a unique ``concepts-first'' curriculum that
exposes students without programming experience to the
intellectual depth and breadth of computer science
through hands-on experience with software development.
The curriculum is supported by JPie, a tightly
integrated programming environment that enables live
construction of Java applications through direct
manipulation of graphical representations of
programming abstractions. The curriculum, projects, and
classroom experience are described.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Burch:2004:SCS,
author = "Carl Burch and Lynn Ziegler",
title = "Science of computing suite {(SOCS)}: resources for a
breadth-first introduction",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "437--441",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971447",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Over the last ten years, our department's
breadth-first introductory course has evolved
independently of other survey courses in computer
science. Due to its success, we duplicated the ideas
into our course for non-majors, and this has also
proven successful. None of the published resources
match our vision for these courses, and so the
department has developed its own. In this paper, we
describe the design of the majors course, and we
introduce a variety of resources developed for both
courses. These resources, which could be useful in many
other courses also, are freely available through the
Web.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Decker:2004:WCC,
author = "Adrienne Decker and Phil Ventura",
title = "We claim this class for computer science: a
non-mathematician's discrete structures course",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "442--446",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971448",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We have recently launched a reorganized discrete
structures course being taught in the computer science
department for computer science majors. The main idea
of the reorganization is to make the course relevant
and productive for the computer science students.
During the Spring of 2003, students who were taking
both discrete structures and CS2 commented that taking
both courses at the same time was helpful. An empirical
investigation was conducted to see if there was a
benefit to students taking both courses concurrently.
The results show that there was a benefit to students
taking both courses. The students who were taking both
courses were performing better in discrete structures
than those students who were not.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Denning:2004:PSG,
author = "Peter J. Denning and Rudolph Darken and Eric Roberts
and Mark Guzdial",
title = "Panel session: great principles in computing",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "447--447",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971450",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Questions and answers about the great principles
framework for computing and its impact on the
organization and content of curriculum, with special
attention to communicating our field, teaching
programming, and appealing to a diverse audience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bergin:2004:TSD,
author = "Joe Bergin and James Caristi and Yael Dubinsky and
Orit Hazzan and Laurie Williams",
title = "Teaching software development methods: the case of
extreme programming",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "448--449",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971452",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Impagliazzo:2004:ICA,
author = "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",
title = "{IEEE-CS\slash ACM} computing curricula: computer
engineering \& software engineering volumes",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "450--452",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971453",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Weaver:2004:ECS,
author = "Alfred C. Weaver",
title = "Electronic commerce software laboratory",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "453--456",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971455",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "With NSF support we developed a hands-on laboratory to
augment our CS453 Electronic Commerce Technologies
course. We conducted weekly lab sessions that covered
HTML, CSS, JavaScript, Perl, CGI, SQL, ASP, and Flash
programming. Each topic was covered over a period of
one to three weeks and each topic was supported by 10
to 26 individual programming exercises. Four teaching
assistants provided real-time support during the
laboratory period. Answers to all exercises were
accessible on-line so that no student would be
needlessly delayed by any particular problem. In this
paper we discuss the laboratory's design goals, topical
content, and the students' performance, reactions, and
suggestions for improvement.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Humphrey:2004:WSF,
author = "Marty Humphrey",
title = "{Web} services as the foundation for learning complex
software system development",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "457--461",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971456",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A significant challenge for Computer Science
departments is how best to get new graduate students
involved with their chosen research projects. Ideally,
the incoming graduate students will as a whole have
both a solid understanding of computing principles
behind large-scale software development and a broad
``skill set'', e.g., for conducting systems-oriented
research. This rarely occurs, due to the diversity of
backgrounds of incoming students--even the most
qualified applicant can have deficiencies. To address
this problem, we have developed a first-year graduate
course that balances and integrates practical
considerations with basic principles of complex
software system development. To make the discussions of
designing, implementing, and evaluating complex
software systems more concrete, we situate the core of
the class in the context of Web Services. We are
currently teaching this class for the second time, and,
while there will always be open issues given the nature
and scope of this class, we have received positive
feedback from the students and the other members of the
department. Students recognize the practicality of Web
Services. Students also appreciate the research
possibilities that arise while evaluating the state of
the art with regard to Web Services.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Collberg:2004:AAS,
author = "Christian Collberg and Stephen G. Kobourov and Suzanne
Westbrook",
title = "{AlgoVista}: an algorithmic search tool in an
educational setting",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "462--466",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971457",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A?goVista is a web-based search engine that assists
programmers to find algorithms and implementations that
solve specific problems. The search engine is not
keyword based but rather requires users to provide
(input ? output) samples that describe the behavior of
their needed algorithm. The system is easy to use. To
search for a particular algorithm or classify a
combinatorial structure a user simply draws the query
in a drawing pane on a web browser. The result of the
search is a list of links to web resources describing
or providing implementations of the algorithm.
A?goVista has many interesting applications in an
educational setting. The search engine can help
research students classify obscure problems and locate
algorithms that would otherwise be hard to find in
textbooks. Students can also add calls in their own
programs to A?goVista's database of executable problem
specifications in order to dynamically check the
correctness of their programs. Finally, instructors can
use A?goVista to set novel assignments in algorithms
and data structures classes. This paper briefly
describes A?goVista and reports on its use in two
algorithms and theory classes, one at the undergraduate
and one at the graduate level.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nguyen:2004:DPM,
author = "Dung (`Zung') Nguyen and Mathias Ricken and Stephen
Wong",
title = "Design patterns for marine biology simulation",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "467--471",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971459",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We specify and implement a GUI application that
simulates marine biological systems by making extensive
use of object-oriented design patterns. The key design
patterns are model-view-control, observer/observable,
visitor, command, factory method and decorator. These
design patterns help delineate the roles and
responsibilities of the objects in the system,
establish loose coupling between objects and arrange
for the objects to communicate and cooperate with one
another at the highest level of abstraction. The result
is an application that exhibits minimal control flow,
yet is powerful, robust, flexible and easy to maintain.
Our work entails a non-trivial redesign of the current
AP Computer Science Marine Biology Simulation case
study and may serve as a case study for an introductory
``object-first'' curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Coffey:2004:MMO,
author = "John W. Coffey and Robert Koonce",
title = "{MODeLeR}: multimedia object design learning
resource",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "472--476",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971460",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper contains a description of MODeLeR, a
Multimedia Object Design Learning Resource. The impetus
for the creation of MODeLeR was to provide an authentic
learning environment for the study of object-oriented
design to augment intermediate level programming
classes. The Resource affords active, collaborative
learning experiences in object modeling with the goal
of helping students to gain design capabilities in UML
and to appreciate the need for design that they often
do not perceive since the programs they write are
relatively small. Students typically create several
different UML diagrams. This paper describes the
MODeLeR environment and a pilot study in its use. This
paper contains results of both a quantitative study and
a qualitative evaluation of the Resource.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bennedsen:2004:PCM,
author = "Jens Bennedsen and Michael E. Caspersen",
title = "Programming in context: a model-first approach to
{CS1}",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "477--481",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971461",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The recommendations of the Joint Task Force on
Computing Curricula 2001 encompass suggestions for an
object-first introductory programming course. We have
identified conceptual modeling as a lacking perspective
in the suggestions for CS1. Conceptual modeling is the
defining characteristic of object-orientation and
provides a unifying perspective and a pedagogical
approach focusing upon the modelling aspects of
object-orientation. Reinforcing conceptual modelling as
a basis for CS1 provides an appealing course structure
based on core elements from a conceptual framework for
object-orientation as well as a systematic approach to
programming; both of these are a big help to newcomers.
The approach has a very positive impact on the number
of students passing the course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Buckley:2004:BUS,
author = "Michael Buckley and Helene Kershner and Kris Schindler
and Carl Alphonce and Jennifer Braswell",
title = "Benefits of using socially-relevant projects in
computer science and engineering education",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "482--486",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971463",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In an attempt to bridge a local technology gap,
potentially provide software to health care
organizations serving the needs of handicapped clients
in the Western NY area, and provide innovative and
interesting projects for our capstone design classes,
the Computer Science and Engineering department at the
University at Buffalo (SUNY) began soliciting projects
from local organizations in need. The projects have
been integrated into required senior-level
undergraduate courses. The practical benefits of
project experience on student education, and the
benefits of providing useful software to the target
organizations, were anticipated, but the experiences
have proven to be much more. Students have responded
with intensity and philanthropy. The clients have
participated in the classroom experience as both
recipients and teachers. The program has rescued
students at academic risk, and the school is enjoying
an enhanced reputation in the community. This paper
explores positive and cautionary issues regarding the
effort.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sivilotti:2004:RTS,
author = "Paolo A. G. Sivilotti and Bruce W. Weide",
title = "Research, teaching, and service: the miniconference as
a model for {CS} graduate seminar courses",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "487--491",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971464",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Rarely are the three pillars of academia---research,
teaching, and service---addressed together, within one
intellectually cohesive context in the graduate
curriculum. Such a context is important for exposing
students to the inter-relationships among these facets.
This paper presents our experience with structuring
graduate research seminar courses around the model of a
``miniconference''. Throughout the quarter, students
pursue original research projects in the discipline of
the seminar course. At the end of the quarter, students
write their findings as technical conference papers,
then act as the miniconference program committee in
reviewing each other's submissions. Finally, the
selected papers are presented at the miniconference. In
addition to the model itself, we describe some
variations in instantiation and an assessment of the
benefits of this general approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Conn:2004:RAS,
author = "Richard Conn",
title = "A reusable, academic-strength, metrics-based software
engineering process for capstone courses and projects",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "492--496",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971465",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a mature Software Engineering
Process that may be applied to capstone courses,
student projects, and research projects in a university
environment. This process, based in part on the Team
Software Process of the Software Engineering Institute,
features mature software engineering best practices,
including extensive use of metrics to gain insight into
process effectiveness and product quality. It is
designed to be executed in a single 16-week semester,
and it can easily be modified for a longer time frame.
It is also designed for the academic culture: (1) it
executes as a communicating sequential process running
in parallel with and passing information to a series of
in-class course presentations and (2) it takes into
account that the students cannot devote full time to
this one project. This process is independent of the
computer language used and any project-specific
technology (so it may be applied to software-only
projects, robotics projects, smart device projects,
embedded programming projects, and any other kind of
software-intensive system project). This process is
reusable without modification, or it may be tailored.
To support tailoring, the process is described using
meta data in a format that may be analyzed by automated
tools to generate a hypertext document. This process
has been tested by using it in a capstone course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adams:2004:MID,
author = "Elizabeth S. Adams and Mary Granger and Don Goelman
and Catherine Ricardo",
title = "Managing the introductory database course: what goes
in and what comes out?",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "497--498",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971467",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Perez-Quinones:2004:TOE,
author = "M. A. P{\'e}rez-Qui{\~n}ones and Steven Edwards and
Claude Anderson and Doug Baldwin and James Caristi and
Paul J. Wagner",
title = "Transitioning to an objects-early three-course
introductory sequence: issues and experiences",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "499--500",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971469",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shackelford:2004:CCO,
author = "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",
title = "Computing curricula 2004: the overview project",
journal = j-SIGCSE,
volume = "36",
number = "1",
pages = "501--501",
month = mar,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1028174.971470",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:06 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In 2001, the ACM and the IEEE-CS published Computing
Curricula 2001 which contains curriculum
recommendations for undergraduate programs in computer
science. That report also called for additional
discipline-specific volumes for each of computer
engineering, information systems, and software
engineering. In addition, it called for an Overview
Volume to provide a synthesis of the various volumes.
The Computing Curricula 2004 Task Force has undertaken
a two-pronged strategy to fulfill the latter charge.
The purpose of this session is to present an overview
of the Task Force's work and to generate feedback from
the SIGCSE membership to the Task Force about the
direction and plans we have undertaken.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Coy:2004:BD,
author = "Wolfgang Coy",
title = "Between the disciplines",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "7--10",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024340",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Coy04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Computer science as a discipline has come of age. In
fact, as a human worker it could face retirement.
Computer science is one of the few new disciplines that
evolved and grew, searching and finding its place
between other disciplines such as mathematics,
electronic design, economics, and others. By its
origin, it was an interdisciplinary challenge. And this
challenge still exists. New fields of applications
emerge, while the basic foundations are still in
question. Is computer science really a ``very large
application of logic'' as Edsger Dijkstra once
summarized? Is it shifting towards one of the
fashionable media studies, or should it evolve to a
serious engineering practice as David Parnas points
out? There seems to be a long winding road before us
--- but there is neither a ``dead-end road'' nor a
``giant leap'' in sight. Quite certain, computer
science will reposition under the influences of new
application like digital media and the demands of other
disciplines from genetics and nano-technology to
marketing, also known as ``customer relationship
management''. What is new for computer science
compared, let's say, to literature, chemistry, or
astronomy? Probably, it is the steady flow of new
connections to other fields whether as application
areas or as deeper connections as in bioinformatics,
digital media, or computational linguistics, where
computer science does neither stand as a fixed body of
rules and methods, nor as a well-defined field of
objects to be investigated.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2004:LCI,
author = "C. Dianne Martin",
title = "Lessons from {Chernobyl} for {IT}",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "11--11",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024342",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Martin04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "In 1986 I went to the former Soviet Union for the
first time. As it happened it was just three months
after the Chernobyl nuclear disaster. I recall bringing
a suitcase full of tuna fish, Spam (the old kind!) and
crackers with me due to concerns about the safety of
the food supply. I encountered many Russians who were
similarly concerned --- young mothers who were afraid
to give their children milk and many who did not trust
the safety of fruits and vegetables grown in the
Ukraine region. However, since that time what I have
found out about the Chernobyl disaster is even more
disturbing and represents a real object lesson for the
IT profession.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gotterbarn:2004:UAM,
author = "Don Gotterbarn",
title = "{UML} and agile methods: in support of irresponsible
development",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "11--13",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024344",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Gotterbarn04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "The principles of good software development are
improving. We have better answers today about how to
develop more effective software then we did yesterday.
We may not have complete answers about how to produce
quality software but we are getting closer. Two
significant advances in the past few years are the
Unified Modeling Language (UML), both the notation and
its associated process (RUP) and the agile software
development model in all of its variations including:
Adaptive Software Development (ASD), Dynamic Systems
Development Method (DSDM), Feature Driven Development
(FDD), Scrum, and eXtreme Programming (XP).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Williams:2004:DAR,
author = "Michael R. Williams",
title = "Does anyone remember the {KDF}-9?",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "13--14",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024346",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Williams04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Teaching a group of freshmen (most of whom were not
even born when the graphical user interface, with its
mouse, were created) about the developments that have
occurred in our field can be rather daunting. They have
no recollection of recent major historical events ---
many even think of the events involving the World Trade
Center as ``history.''",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2004:SEA,
author = "Tony Clear",
title = "Software engineering and the academy: uncomfortable
bedfellows?",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "14--15",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024348",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Clear04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "With software engineering (S. E.) now beginning to
emerge as a distinct discipline, through initiatives
such as the SWEBOK [1], the growth of undergraduate
programmes in the U.S. [2] and collaborative efforts to
offer programmes with breadth and depth [3], the
challenges for the academy in balancing rigour and
relevance can only become more intense. For some reason
the contrast between the academic and the professional
perspectives within the software engineering community
is quite marked.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gorgone:2004:DIS,
author = "John T. Gorgone",
title = "Draft information systems accreditation criteria for
2006",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "15--17",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024350",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Gorgone04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "General Accreditation Criteria has been developed by
the Computing Accreditation Commission (CAC) of ABET,
Inc. (SIGCSE Bulletin, December 2003) with the
requirement that the Criteria will apply to all
computing programs CAC evaluates. The Criteria is
posted on the ABET web site for comments. Current
program-specific criteria of information systems and
computer science must be updated to meeting the General
Criteria. Program-specific criteria may not weaken
General Criteria but may include additional and
stronger criteria. What follows is a draft version of
information systems program criteria. It is based on
August 18, 2003 version of CAC's General Criteria and
November 2003 version of Program Criteria for Computer
Science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2004:BRC,
author = "Raymond Lister",
title = "Book review: computer science education research",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "17--18",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024352",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Lister04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Sally Fincher and Marian Petre have edited a book [1]
aimed at computer scientists who are seeking to enter
education research. The book is divided into two parts.
The first part is a ``how to'' for education research,
written by Fincher and Petre. The second part of the
book consists of five chapters. Each of those five
chapters focuses upon a particular area of CSEd
Research, and is written by a practicing researcher in
that field.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCauley:2004:TAO,
author = "Ren{\'e}e McCauley",
title = "Thinking about our teaching",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "18--19",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024354",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#McCauley04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "During a recent semester, our department faculty had
several discussions concerning our disappointment with
our students' quality of work. Obviously, we agreed,
this cohort of students was not working hard enough.
Those of us teaching senior-level courses somewhat
politely suggested that the rest of us teaching
introductory courses just weren't making those courses
challenging enough. Come to think of it, this type of
discussion seems to occur every semester --- some time
between midterm and exams.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2004:WTS,
author = "Henry MacKay Walker",
title = "What teachers should, can, and cannot do",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "20--21",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024356",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Walker04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "At a basic level, learning requires physiological
changes within students' heads, and education seeks to
accomplish appropriate neurological changes effectively
and efficiently. While schools and faculty cannot
change physiology by themselves (thank goodness), what
roles teachers should play in the process? Here are
three extreme models.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2004:UTY,
author = "Robert D. Campbell",
title = "Update on two-year college activity",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "21--23",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024358",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Campbell04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "In December of 2003, I had the pleasure of
participating in a discussion arranged by the staff of
the United States House of Representatives Committee on
Science regarding the impact of community colleges on
the development of a technological workforce.
Recognizing the natural relationship between the
two-year college setting and the need for a national
effort to ensure a properly trained and prepared body
of employees, the National Science Foundation (NSF)
established in 1995 the Advanced Technology Education
(ATE) funding program. This USHR forum provided an
opportunity to highlight some of the exemplary programs
funded by the NSF ATE program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2004:MM,
author = "Peter B. Henderson",
title = "Modeling mania",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "23--24",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024360",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Henderson04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Invited Mike Huth, Imperial College London to be the
guest editor for this column. What started as a simple
idea evolved into a complete paper. I encourage you to
read Mike's insightful article ``Mathematics for the
exploration of requirements'' in this inroads issue.
Below is a little background to ease you into an area
that is becoming relevant and important in software
systems development --- modeling.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2004:VET,
author = "David Ginat",
title = "On the verge of an empty tank",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "24--26",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024362",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Ginat04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "The new challenge in this issue involves searching and
optimization computations. The challenge is divided
into two parts. The first part requires a search for an
appropriate starting point of a circular drive through
several gas stations. The second part involves
equalizing the fuel amounts in all the gas stations
along the circular road.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2004:GJ,
author = "Nick Parlante",
title = "Graphics and {Java}",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "26--27",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024364",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Parlante04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "I remember way back in the old days, it was so easy to
talk to other CSE people about CS1, since we basically
all knew the plot of Cooper and Clancy's of Oh Pascal!
I could talk about problems with ``the var parameter
lecture'' and people pretty much knew what I was
talking about since the basic layout of the course was
so well understood.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2004:NAG,
author = "N. Parlante",
title = "Nifty Assignments: Graphics and {Java}",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "26--27",
month = jun,
year = "2004",
CODEN = "SIGSD3",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
bibdate = "Tue Sep 14 07:40:46 MDT 2004",
bibsource = "https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2004:APC,
author = "David Ginat",
title = "Algorithmic patterns and the case of the sliding
delta",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "29--33",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024366",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Ginat04a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "We introduce ``algorithmic patterns'' as entities that
combine design elements and mathematical aspects. We
regard algorithmic patterns as operational concepts,
which are repeatedly utilized in algorithmic problem
solving, and enfold computational ideas with related
mathematical characteristics. We illustrate their
relevance with ``The Sliding Delta'' pattern. The
pattern is defined, and then utilized in three
different applications. The utilization demonstrates
the relevance and effectiveness of the displayed notion
of algorithmic patterns.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Huth:2004:MER,
author = "Michael Huth",
title = "Mathematics for the exploration of requirements",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "34--39",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024367",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Huth04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "The exploration of requirements is as complex as it is
important in ensuring a successful software production
and software life cycle. Increasingly, tool-support is
available for aiding such explorations. We use a toy
example and a case study of modelling and analysing
some requirements of the global assembly cache of .NET
to illustrate the opportunities and challenges that
mathematically founded exploration of requirements
brings to the computer science and software engineering
curricula.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Schneider:2004:MTC,
author = "G. Michael Schneider",
title = "A model for a three course introductory sequence",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "40--43",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024368",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Schneider04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "This paper describes a new three-course introductory
sequence. It design is based on the following three
principles: (1) multiple first courses so students can
enter the program in different ways, (2) eliminating
any distinction between courses designed for majors and
non-majors, and (3) lengthening the introductory
sequence from two courses to three to allow adequate
time for the coverage of important new ideas.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Aly:2004:CSP,
author = "Alaaeldin A. Aly and Shakil Akhtar",
title = "Cryptography and security protocols course for
undergraduate {IT} students",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "44--47",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024369",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#AlyA04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "This paper presents an application of active learning
methodologies to teach cryptography and security
protocols for undergraduate IT students. This course is
offered to sophomore/junior students and is based upon
the recently approved Computing Curricula CC 2001 by
IEEE Computer Society/ACM taskforce. We illustrate the
teaching methodology to cover the security related
topics such as encryption/decryption methodologies,
security and protection, cryptographic algorithms and
standards, and computer crime. An example lesson
covering the DES is included.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{deRaadt:2004:TSP,
author = "Michael de Raadt and Mark A. Toleman and Richard
Watson",
title = "Training strategic problem solvers",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "48--51",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024370",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#RaadtTW04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Making the leap from a problem statement to a solution
program is a difficult task for novice programmers,
even when they may have a sound knowledge of a
particular programming language. To bridge this gap
students are expected to implicitly build their own
strategies through practice exercises. In this paper we
argue that a more explicit approach to teaching problem
solving strategies may lead to better problem solvers.
We suggest a framework that can be used in instruction
and assessment of problem solving strategies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Berque:2004:BWE,
author = "Dave A. Berque and Ian Serlin and Atanas Vlahov",
title = "A brief water excursion: introducing computer
organization students to a water driven 1-bit
half-adder",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "52--56",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024371",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#BerqueSV04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "This paper describes our experiences in incorporating
a brief discussion of simple computations powered by
water into the standard Computer Organization course.
We describe our goals in introducing this concept to
students, our methods for doing so, and our subsequent
experiences in building a working 1-bit half-adder
powered by water. We also describe a set of videos and
Flash animations that can be used by others who wish to
quickly demonstrate water based computations to their
students via the world wide web.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hazzan:2004:CPP,
author = "Orit Hazzan and Tami Lapidot",
title = "Construction of a professional perception in the
``methods of teaching computer science'' course",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "57--61",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024372",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#HazzanL04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "This article continues our previous manuscript,
published in the December 2003 issue of inroads. Both
articles address the ``Methods of Teaching Computer
Science in the High School'' course (hence forth
abbreviated MTCS). In this article we present an active
learning based teaching model that can support the
construction of the prospective computer science
teacher's professional perception as a future computer
science teacher.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chaudhuri:2004:TBL,
author = "Ranjan Chaudhuri",
title = "Teaching bit-level algorithm analysis to the
undergraduates in computer science",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "62--63",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024373",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Chaudhuri04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "The paper presents a number of elementary examples
which could be used to teach the concept of bit-level
algorithm analysis to the undergraduate students in
Computer Science. Each of these example algorithms take
one or more integer(s) as input in order to output the
result. Without a bit-level analysis, the run-time
complexities of these algorithms can not be estimated
correctly. These simple examples will greatly
facilitate learning this new concept.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carlson:2004:TCS,
author = "David Carlson",
title = "Teaching computer security",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "64--67",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024374",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Carlson04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "This paper provides advice on how to create a first
course on computer and network security. It is based on
the author's teaching of such a course in a small
college setting. The main emphasis is on a set of lab
exercises that provide students with practical
experience appropriate to the course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Zhang:2004:COC,
author = "Xuesong Zhang and Ken Surendran and Ming Wang",
title = "A computer organization course project: simulation of
a modern traffic signal system",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "68--71",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024375",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#ZhangSW04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "This paper describes a simulation project concerning a
modern traffic signal control system that was carried
out by students in a computer organization course and
in a subsequent independent research course. The
overall project required both hardware realization and
software development for simulating the traffic flow
using assembly language. The features of this control
system, the project scope, a prototype implementation
--- both hardware and software --- and the educational
value of such a project are presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lui:2004:SWP,
author = "Andrew K. Lui and Reggie Kwan and Maria Poon and
Yannie H. Y. Cheung",
title = "Saving weak programming students: applying
constructivism in a first programming course",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "72--76",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024376",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#LuiKPC04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "The Perform approach aims to improve the success rate
of weak students in a first programming course. The
approach, based on constructivism, takes a tight
control on the mental model construction process in the
weak students, and allows the students to navigate
through many conceptual pitfalls in programming
fundamentals. The paper covers a discussion of applying
constructivism in programming, exposes common hazards
in the learning process, illustrates why weak students
are weak, and then suggests several guidelines that can
help the weak students to attain at least foundation
level programming. The paper ends with a summary of our
experiences in the effect of the Perform approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Friedman:2004:LPO,
author = "William H. Friedman",
title = "Learning program organization through {COBOL}",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "77--81",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024377",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Friedman04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Arguably, many computer languages have more panache
and less verbosity than COBOL; but none has greater
potential to inculcate the habits and techniques of
{$<$ u$>$ advance$<$}/{u$>$} planning for such things
as structure, the byte-length of variables representing
the results of computations, table/array size, fields
that will be needed, and the like. To illuminate a
program's logic one can add some judiciously chosen,
even un-required, yet available reserved words. I have
found that the COBOL language aids and encourages
comprehension of logical structure to a greater degree
than with other languages. Moreover, in COBOL,
meaningful, if lengthy, names are actually desirable
and serve to clarify the work that takes place in the
various procedures. Finally, because the structure of a
COBOL program is so determinate, it is possible to
teach a series of steps leading up to the end product,
which both foreshadow and greatly organize the process
of coding. This habit of organization is easily
transferable to other contexts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Or-Bach:2004:CAA,
author = "Rachel Or-Bach and Ilana Lavy",
title = "Cognitive activities of abstraction in object
orientation: an empirical study",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "82--86",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024378",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Or-BachL04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Alongside the widespread support for adopting object
orientation there are reports on difficulties in
learning object oriented programming and design. This
indicates the need for refining the research on
cognitive difficulties in a way that will offer
guidelines for better designing respective education.
The presented findings of our study relate to general
issues of object-oriented design and in particular to
the abstraction issue with its various manifestations.
Based on students' solutions we extracted a cognitive
task analysis taxonomy regarding abstraction and
inheritance. We discuss possible implications of our
results for the teaching of object orientation and for
further needed research.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bruhn:2004:CCC,
author = "Russel E. Bruhn and Judy Camp",
title = "Capstone course creates useful business products and
corporate-ready students",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "87--92",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024379",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#BruhnC04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Many engineering capstone courses require senior
design projects involving teamwork. Our department's
curriculum engages industries to provide meaningful
design projects for student teams in real-world
settings. One project resulted in students gaining
professional skills, industry gaining products, and
faculty gaining experience for developing its
contemporary curriculum. Educators wanting to provide
real-world experiences to graduating seniors may
benefit from learning how we obtained corporate
sponsors for projects, how we created
student-consulting teams, and how we developed capstone
courses incorporating system design theory. They may
also gain insight from discussions about student
evaluations and about lessons we learned from
experimental capstone courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ourusoff:2004:RSE,
author = "Nicholas Ourusoff",
title = "Reinvigorating the software engineering curriculum
with {Jackson}'s methods and ideas",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "93--96",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024380",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Ourusoff04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/SE/alspaugh.bib",
abstract = "Because they are sound, original, and provide a needed
critical perspective, Jackson's ideas and methods
deserve to be incorporated into --- and can invigorate
--- the software engineering curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{delRio:2004:HGA,
author = "Agust{\'\i}n Cernuda del R{\'\i}o",
title = "How not to go about a programming assignment",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "97--100",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024381",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Rio04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Computer programming students invariably fall into
more than one bad habit. It can be extremely difficult
to eradicate them (and many lecturers and professional
programmers keep succumbing to them time and again). I
wrote this when, in the days leading up to an
assignment deadline, I saw these things happening so
often that I couldn't help but recall my classmates and
I a decade earlier\ldots{} doing exactly the same things as
my students. This article is an attempt to show these
irrational attitudes in an ironical way, intending to
make our students aware of bad habits without
admonishing them.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hill:2004:EGA,
author = "Thomas G. Hill",
title = "Excel grader and access grader",
journal = j-SIGCSE,
volume = "36",
number = "2",
pages = "101--105",
month = jun,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1024338.1024382",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Hill04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Excel Grader is an automated grader for use by
instructors in Microsoft Excel and Microsoft Office
application courses. Excel Grader performs static
analysis on Microsoft Excel workbooks. The program
compares a student workbook with the instructor's
correct version of the workbook. The student workbook
is marked and a grade report is embedded. Excel Grader
includes reports and a tool for plagiarism detection.
Access Grader is a companion product that grades
Microsoft Access assignments. Access Grader embeds an
``ERRORS'' table in the student database. Access Grader
grades database table and queries. Access Grader has
similar reports and user interface as Excel Grader. The
graders have been tested in thirty-nine Microsoft
Office applications classes (with about 800 students)
over two semesters. Thousands of assignments have been
graded. According to a survey of instructors using the
programs, the graders were extremely accurate and saved
hours of grading time. Students that were surveyed felt
the grading was fair and accurate.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cliff:2004:TAN,
author = "David Cliff",
title = "Teaching about natural systems, the next generation of
computers, and the generation after that?",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "1--1",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1007997",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mander:2004:BF,
author = "Keith Mander",
title = "Back to the future?",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "2--2",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1007998",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The way in which universities moved from an elite
system of education in the 1960s to a more inclusive
system of education in the 1990s has been a great
success story. Computer Science has played its part,
becoming a subject taught in some form in almost every
university in the developed world. Those of us who were
in the subject at the start of its significant growth
remember the battles to get Computer Science recognised
as an acceptable academic subject, and the ways in
which it subsequently came to dominate many of the more
traditional subjects in a university's portfolio. But
as we move into the 21st century universities are
entering the most volatile and turbulent time for
higher education since the early 1980s, and the dangers
for Computer Science are acute. For the first time in
its history Computer Science is not expanding; other
disciplines are encroaching on its territory; the
science base (at least in English schools) is in
decline; the computing industry is tentative. We are
now seeing 18-year-old students with at least 10 years
computing experience, who can write flawless code while
holding a dozen simultaneous e-conversations and
watching the TV. In their highly parallel universe,
they find ``hello world'' uninteresting (even if it has
a browser interface). They are natural collaborators
--- wired, extrovert and hyper-social; they are digital
natives whereas their teachers are digital immigrants.
How will Computer Science survive the current turmoil?
What can the past tell us about the future?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stepney:2004:TPC,
author = "Susan Stepney",
title = "Teaching post-classical computation: (extended
abstract)",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "3--3",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1007999",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adams:2004:UXC,
author = "D. Robert Adams and Christian Trefftz",
title = "Using {XML} in a compiler course",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "4--6",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008001",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we describe how XML can be introduced
into a compiler construction course. We make the case
that XML and compilers have much in common, and that
introducing XML into a compiler course makes sense. We
then goes on to demonstrate how XML was used in two
recent compiler courses. Finally, we discuss the
tradeoffs of using an XML-based project rather than a
traditional programming-language project.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chesnevar:2004:DSP,
author = "Carlos I. Ches{\~n}evar and Maria P. Gonz{\'a}lez and
Ana G. Maguitman",
title = "Didactic strategies for promoting significant learning
in formal languages and automata theory",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "7--11",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008002",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An undergraduate course in Formal Languages and
Automata Theory (FLAT) involves different topics that
are core to the CS curricula and whose level of
abstraction makes them difficult both to teach and to
learn. Such difficulty stems from the complexity of the
abstract notions involved and the required mathematical
background. Surveys conducted among our students showed
that many of them were applying some theoretical
concepts mechanically rather than developing a
significant learning of them, leading to a lack of
motivation and interest. To cope with this problem, we
introduced a number of didactic strategies based on a
constructivist approach. The main aim of the proposed
strategies is to promote a more significant learning of
several important FLAT topics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jipping:2004:IWW,
author = "Michael J. Jipping and Andrew Kalafut and Nathan
Kooistra and Kathleen Ludewig",
title = "Investigating Wired and Wireless Networks Using a
{Java}-based Programmable Sniffer",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "12--16",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008003",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib",
abstract = "Teaching students about networking requires laboratory
investigation into network data. Such investigation
requires examination of both wired and wireless network
data. Most available network traffic sniffers are
either too expensive or too cryptic to use. To
implement network experiments in a classroom setting,
we have developed NetSpy: a Java-based network sniffer
that allows plug-in Java modules to analyze network
data. NetSpy works with both wired and wireless
networks. Modules are written by students as part of
their experimentation with traffic data. This paper
describes the NetSpy system and the way it can be used
in a Networking clas.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Armoni:2004:AHS,
author = "Michal Armoni and Judith Gal-Ezer",
title = "On the achievements of high school students studying
computational models",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "17--21",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008004",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "One of the units in the relatively new high school CS
curriculum which is being implemented in Israel is a
theoretical unit on computational models. It includes
deterministic and non-deterministic finite automata,
regular and non-regular languages, closure properties
of regular languages, pushdown automata, closure
properties of context free languages, Turing machines,
the Church--Turing thesis and the halting problem. This
paper focuses on part of a study we conducted dealing
with the achievements of high school students studying
this unit. Specifically, this paper compares the
achievements of students on the technical parts of this
unit vs. its theoretical parts. We also examine the
correlation between achievements of students studying
the Computational Models unit, and two other factors:
The students' previous computer-related background (not
necessarily computer science) and the level on which
they studied mathematics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yue:2004:DEU,
author = "Kwok-Bun Yue and Wei Ding",
title = "Design and evolution of an undergraduate course on
{Web} application development",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "22--26",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008005",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Web technologies have become essential in the
computing curricula. However, teaching a Web
development course to computing students is challenging
because of large bodies of knowledge, rapidly changing
technologies, demanding support infrastructures and
diverse background of audiences. This paper presents
the evolution and the experiences we have gained in
teaching a Web development course for the past seven
years. We incorporate selected leading edge Web
technologies as soon as they become mature and stable.
The course covers a broad spectrum of Internet
technologies to provide a solid conceptual framework.
It also includes an in-depth study of a selected
technology to provide the necessary depth and knowledge
to build realistic Web applications. This paper
describes the course design, our choice of topics,
programming assignments, course delivery and our
experience in coping with the rapidly changing Web
technologies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pahl:2004:SAD,
author = "Claus Pahl and Ronan Barrett and Claire Kenny",
title = "Supporting active database learning and training
through interactive multimedia",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "27--31",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008007",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The learning objectives of a database course include
aspects from conceptual and theoretical knowledge to
practical development and implementation skills. We
present an interactive educational multimedia system
based on the virtual apprenticeship model for the
knowledge- and skills-oriented Web-based education of
database course students. Combining knowledge learning
and skills training in an integrated environment is a
central aspect of our system. We show that
tool-mediated independent learning and training in an
authentic setting is an alternative to traditional
classroom-based approaches.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Prior:2004:BES,
author = "Julia Coleman Prior and Raymond Lister",
title = "The backwash effect on {SQL} skills grading",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "32--36",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008008",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper examines the effect of grading approaches
for SQL query formulation on students' learning
strategies. The way that students are graded in a
subject has a significant impact on their learning
approach, and it is crucial that graded tasks are
carefully designed and implemented to inculcate a deep
learning experience. An online examination system is
described and evaluated.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sheard:2004:ELC,
author = "Judy Sheard",
title = "Electronic learning communities: strategies for
establishment and management",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "37--41",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008009",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Students working in an online environment are isolated
from their educators and other learners. Asynchronous
discussion forums are often used to provide the learner
with assistance, support and the social structures more
readily available in the face-to-face environment. A
further benefit of online discussion forums is the
enabling of the development of electronic learning
communities. However, the operation of these
communities has required learners and educators to
adopt behaviours and strategies appropriate for
communication within this medium. This paper presents a
model for electronic learning communities developed
from studies of computing students and their teaching
staff. The studies found that the development of an
electronic learning community was largely student
driven; however, staff had key roles to play in this
process. The paper concludes with a set of strategies
for the establishment and effective management of these
communities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Minton:2004:IDP,
author = "Liz Minton and Roger Boyle and Vania Dimitrova",
title = "If diversity is a problem could e-learning be part of
the solution?: a case study",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "42--46",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008010",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Diversity of students enrolling on Computing degrees
is becoming increasingly important in higher education
with the number of mature students noticeably
increasing and the expectations for learning and
teaching gradually changing. This year, the UK
government has issued two policy documents; the first
will influence the make-up of the student body in the
future, the second is pushing for a unified e-learning
strategy within all education sectors which is driven
by user needs and not by the technologies. This paper
presents a study of two focus groups in a Computing
department in a UK university, and discusses the needs
of two diverse student groups, traditional and mature
students. It is argued that if e-learning is to be
driven by the needs of the users, then diversity should
be a driving force behind the use of e-learning
technology. Further, we suggest that participatory
design would be extremely beneficial in developing
effective e-learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cheng:2004:EEI,
author = "Chew Swee Cheng and Chris Beaumont",
title = "Evaluating the effectiveness of {ICT} to support
globally distributed {PBL} teams",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "47--51",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008011",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In the 21st century it is becoming increasingly common
to work and learn in teams that are globally
distributed. Such teams rely heavily on ICT to
facilitate communication. There are many communication
tools and technologies to choose from. This study
investigates the effectiveness of a rich set of tools
and considers if synergy exists between them. This
paper reports and analyses the use of communication
tools by students in a distributed Problem-based
Learning (dPBL) environment. The PBL teams consisted of
four students from Singapore and four from the UK.
Teams had a rich set of synchronous and asynchronous
communication tools available to them, including ISDN
videoconference, WebCam video/audio, Microsoft
NetMeeting\reg{} Chat, Asynchronous drop box and
threaded discussion Forum. This ethnographic study
showed that semantic discussion threads included the
use of all tools and enabled students to effectively
co-construct meaning (and understanding). Students were
able to deploy the use of different tools effectively
to achieve the learning outcomes intended for various
stages in the PBL cycle, with both asynchronous and
synchronous media being considered of high
importance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ben-Ari:2004:RVS,
author = "Mordechai Ben-Ari and Jorma Sajaniemi",
title = "Roles of variables as seen by {CS} educators",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "52--56",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008013",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Roles can be assigned to occurrences of variables in
programs according to a small number of patterns of use
that are both language- and algorithm-independent.
Preliminary studies on explicitly teaching roles of
variables to novice students have shown that roles are
an excellent pedagogical tool for clarifying the
structure and meaning of programs. This paper describes
the results of an investigation designed to test the
understandability and acceptability of the role concept
and of the individual roles as seen by computer science
educators. The investigation consisted of a short
tutorial on roles, a brief training session on
assigning roles to variables, a test evaluating the
subjects' ability to assign roles, and a set of open
questions concerning their opinions of roles. Roles
were identified with 85 accuracy, and in typical uses
of variables with 93 accuracy.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kuittinen:2004:TRV,
author = "Marja Kuittinen and Jorma Sajaniemi",
title = "Teaching roles of variables in elementary programming
courses",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "57--61",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008014",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer programming is a difficult skill for many
students and new methods and techniques to help novices
to learn programming are needed. This paper presents
roles of variables as a new concept that can be used to
assist in learning and gives detailed instructions on
techniques to present roles to novices. These
techniques are based on current learning theories and
they have been used in a classroom experiment comparing
traditional teaching with role-based teaching. The
results suggest that the introduction of roles provides
students a new conceptual framework that enables them
to mentally process programs in a way similar to that
of good code comprehenders; the use of role-based
animation seems to assist in the adoption of role
knowledge and expert-like programming skill.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2004:EIA,
author = "David Ginat",
title = "Embedding instructive assertions in program design",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "62--66",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008015",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer programs are operational schemes. Many
programmers design, describe, and justify their
programs while solely thinking ``operationally''. Yet,
an operational perspective is insufficient. For many
years, the important role of an assertional perspective
is advocated. However, this perspective is debated [5].
Many are deterred from employing it, possibly because
it is displayed with formal notations and mathematical
logic. The objective of this paper is to offer the
elaboration of this perspective through a natural,
informal embedment of assertions in the design process.
The essential, revealing, and instructive role of
informal, yet concise and accurate assertions is
motivated and elaborated; first through three
stimulating illustrations, and then with a general
instructional approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Blumenstein:2004:EAG,
author = "Michael Blumenstein and Steven Green and Ann Nguyen
and Vallipuram Muthukkumarasamy",
title = "An experimental analysis of {GAME}: a generic
automated marking environment",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "67--71",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008016",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the Generic Automated Marking
Environment (GAME) and provides a detailed analysis of
its performance in assessing student programming
projects and exercises. GAME has been designed to
automatically assess programming assignments written in
a variety of languages based on the ``structure'' of
the source code and the correctness of the program's
output. Currently, the system is able to mark programs
written in Java, C++ and the C language. To use the
system, instructors are required to provide a simple
``marking schema'' for any given assessment item, which
includes pertinent information such as the location of
files and the model solution. In this research, GAME
has been tested on a number of student programming
exercises and assignments. The results obtained, have
been analysed and compared against a human marker
providing encouraging results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parkinson:2004:AFD,
author = "Adrian Parkinson and James A. Redmond and Cathal
Walsh",
title = "Accommodating field-dependence: a cross-over study",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "72--76",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008018",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In a previous study, it was found that
field-independent learners performed significantly
better than field-dependent learners in a web based and
in a computerised text-based environment. It was
decided to adapt both a web interface and a traditional
text to accommodate the Field-dependent learner so as
to try to reduce the disparity in performance with
Field-independents. Seventy Information Systems
students were initially assessed for
Field-dependence/Field-independence cognitive style
using the Group Embedded Figures Test (GEFT). The group
of students was divided up randomly into two halves. In
Session one, group 1 studied using a Web interface
Modules 1 --- 9 of an Introductory Course in Artificial
Intelligence. Group 2 studied the same material in hard
copy form only (Text). All studied the material for one
hour per week for six weeks. They were then assessed in
a one-hour exam. After a period of 7 weeks, in Session
2, Group 1 studied Modules 10 --- 18 using Text while
group two studied the same material using the Web
interface. The results showed that the performance of
Field-dependent individuals, be it in text or web, to
be comparable to Field-independents.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kerren:2004:GME,
author = "Andreas Kerren",
title = "Generation as method for explorative learning in
computer science education",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "77--81",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008019",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The use of generic and generative methods for the
development and application of interactive educational
software is a relatively unexplored area in industry
and education. Advantages of generic and generative
techniques are, among other things, the high degree of
reusability of systems parts and the reduction of
development costs. Furthermore, generative methods can
be used for the development or realization of novel
learning models. In this paper, we discuss such a
learning model that propagates a new way of explorative
learning in computer science education with the help of
generators. A realization of this model represents the
educational software GANIFA on the theory of generating
finite automata from regular expressions. In addition
to the educational system's description, we present an
evaluation of this system.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2004:DSC,
author = "David Ginat",
title = "Do senior {CS} students capitalize on recursion?",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "82--86",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008020",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "CS students learn and practice recursion in CS1,
Data-Structures, Introduction-to-Algorithms, and
additional courses throughout the curriculum. Previous
studies revealed difficulties of CS1 students with the
concept and the construct of recursion. What about
advanced students? They may well understand the concept
and the construct of recursion; but do they invoke and
utilize recursion as a problem solving means? The paper
examines this aspect, with senior CS students. The
students were given three algorithmic tasks, for which
the suitable solution approach was recursive. The
student solutions and explanations demonstrate very
limited capitalization on recursion as a problem
solving means. We discuss the findings and suggest
pedagogical implications for teaching.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Melin:2004:POS,
author = "Ulf Melin and Stefan Cronholm",
title = "Project oriented student work: learning \&
examination",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "87--91",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008021",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper evaluates students' experiences from
learning and examination when using a project oriented
work approach in an undergraduate information systems
development course. The result in this paper shows that
students' has an overall positive attitude towards
project oriented work. It provides students with an
arena for discussing different perspectives,
peer-to-peer learning, social interaction and a dynamic
work setting. Motivating factors are that the work is
authentic, prepare students for working life and last
but not least considered as fun. There is however an
anxiety about unfair grading that needs to be dealt
with. The individual performance must be measured and
be a central part of examination and grading. The
students must be provided with opportunities to
demonstrate what they are able to do on a course, and
get genuine feedback on that. This is a way of reducing
the free rider syndrome.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2004:DVT,
author = "Raymond Lister and Ilona Box and Briana Morrison and
Josh Tenenberg and D. Suzanne Westbrook",
title = "The dimensions of variation in the teaching of data
structures",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "92--96",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008023",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The current debate about the teaching of data
structures is hampered because, as a community, we
usually debate specifics about data structure
implementations and libraries, when the real level of
disagreement remains implicit --- the intent behind our
teaching. This paper presents a phenomenographic study
of the intent of CS educators for teaching data
structures in CS2. Based on interviews with Computer
Science educators and analysis of CS literature, we
identified five categories of intent: developing
transferable thinking, improving students' programming
skills, knowing ``what's under the hood'', knowledge of
software libraries, and component thinking. The CS
community needs to first debate at the level of these
categories before moving to more specific issues. This
study also serves as an example of how phenomenographic
analysis can be used to inform debate on syllabus
design in general.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Waraich:2004:UNM,
author = "Atif Waraich",
title = "Using narrative as a motivating device to teach binary
arithmetic and logic gates",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "97--101",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008024",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper briefly describes the design, development
and evaluation of a prototype multimedia Interactive
Learning Environment (ILE). This incorporated narrative
in an attempt to provide a rich and engaging learning
experience for first year undergraduate students
studying a computer architecture unit at Manchester
Metropolitan University. The main problem addressed was
how to ensure that the ILE would appeal to students who
found the domain difficult and to increase their
learning and motivation to learn. A design approach has
been developed which aims to address these issues using
a narrative based framework. The ILE is (briefly)
described and an initial evaluation of its use
presented. The paper concludes by identifying the
aspects of the ILE, which appealed to the students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Muller:2004:APP,
author = "Orna Muller and Bruria Haberman and Haim Averbuch",
title = "(An almost) pedagogical pattern for pattern-based
problem-solving instruction",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "102--106",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008025",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Importing design patterns from software engineering to
the computer science education (CSE) field was followed
by defining patterns and pattern languages suitable for
CS courses. The main goal of incorporating patterns in
CSE was to enhance students' programming abilities, as
well as their design and problem-solving skills.
Accordingly, various instructional materials were
suggested for using patterns in classroom learning
activities, such as collections of patterns and related
programming assignments. However, the existing
pattern-based materials seem to be insufficient for
implementation in the classroom, especially when
teaching introductory courses that emphasize syntax and
programming language features. Therefore, alternative
methods using applicative models for pattern-based
instruction, which emphasize problem solving and
program design issues rather than specific language
features and syntax, should be developed and
assimilated within the CS teaching community. We
believe that successful implementation of such models
should be accompanied by appropriate teacher-training.
In this paper we describe an initial effort to expose
CS teachers to the notions of pedagogical patterns and
pattern-based instruction, aimed at motivating them to
meaningfully adopt and adapt patterns to their concrete
pedagogical needs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Natvig:2004:ACG,
author = "Lasse Natvig and Steinar Line",
title = "Age of computers: game-based teaching of computer
fundamentals",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "107--111",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008026",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Age of Computers (AoC) is a new approach to the
learning activities that supplements the auditorium
lectures in a computer fundamentals course with 250
students. It is a computer game that presents the
students a diverse set of problems from the course
topics linked to computer history. It is implemented as
set of dynamic web pages retrieved from a database. A
prototype was used in 2003, and the feedback is
positive and a strong motivation for continuing the
project. The paper describes AoC, its use and
implementation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davoli:2004:TOS,
author = "Renzo Davoli",
title = "Teaching operating systems administration with {User
Mode Linux}",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "112--116",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008027",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "User Mode Linux is a virtual machine running on a
GNU-Linux operating system. It is the right choice for
teaching operating systems' administration, as it does
not need any dedicated hardware. It runs at user level
(no need for root, i.e., administrator, access or
possible security threats) and it does not have the
performance problems of an emulator. This paper
describes how to set up a laboratory for teaching
operating systems' administration.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Heaney:2004:MPI,
author = "David Heaney and Charlie Daly",
title = "Mass production of individual feedback",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "117--121",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008029",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe a system to improve the quality of
feedback provided to an Introductory Programming
course. The system uses web technology to create a
graphical tool that the tutors can use to produce
student-friendly feedback. It was used during the first
semester in Autumn 2002. Analysis of exam results show
that there was a statistically significant improvement
and student surveys showed that they enjoyed using the
system.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sitthiworachart:2004:EPA,
author = "Jirarat Sitthiworachart and Mike Joy",
title = "Effective peer assessment for learning computer
programming",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "122--126",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008030",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Peer assessment is a technique that has been
successfully employed in a variety of academic
disciplines, and which is considered to be effective in
developing student's higher cognitive skills. In this
paper, we consider the results of applying novel
web-based technology to the delivery of peer assessment
in the context of an undergraduate computer programming
course, and discuss the benefits of this approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Abunawass:2004:CCPa,
author = "Adel Abunawass and Will Lloyd and Edwin Rudolph",
title = "{COMPASS}: a {CS} program assessment project",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "127--131",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008031",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe our Computer Science
Program Assessment (COMPASS) project. COMPASS uses
open-source software tools to support the development
and analysis of course portfolios. We use the
portfolios internally to improve the quality of our
undergraduate computer science curriculum, and
externally to satisfy the requirements of program and
university accrediting agencies. COMPASS makes it easy
for instructors to build good portfolios and for the
department to review and analyze them.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wang:2004:EBA,
author = "Chin-Yeh Wang and Gwo-Dong Chen",
title = "Extending e-books with annotation, online support and
assessment mechanisms to increase efficiency of
learning",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "132--136",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008032",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Internet and web environment allow readers to read
online many multimedia books. Readers can annotate,
collaborate, and discuss content using efficient
reading functions. Reading is migrating from printed
books to e-books. This study designs an online reading
environment with a wide range of support to increase
students' learning performance. Online knowledge and
human resources are used to answer directly students'
queries. Students' annotating behaviors are analyzed as
to help them understand the results of their learning
earlier on. Experimental results reveal the extent to
which students' reading behaviors shift from the
printed book to this system using online reading time
analysis. Data and questionnaire results show that
students think that the system is conveniently and
efficiently for them to annotate and propose query
strings to knowledge repository and to discussion
forum. In assessing reading performance, analysis of
students' annotation results can forecast examination
grades with 75.5 accuracy. Such analysis helps teachers
and students to increase teaching and learning
efficiencies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{English:2004:AAG,
author = "John English",
title = "Automated assessment of {GUI} programs using {JEWL}",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "137--141",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008033",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a system for the automated
assessment of GUI-based programs. This uses the JEWL
library, a set of Java packages designed for use by
complete beginners to Java which allows students to
build GUI-based programs from the 'Hello world' stage
onwards. This paper describes how JEWL has also been
designed so that it can be used to assess such programs
automatically.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Christensen:2004:FPD,
author = "Henrik B{\ae}rbak Christensen",
title = "Frameworks: putting design patterns into perspective",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "142--145",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008035",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Design patterns have made a strong impact on how
object-oriented software is designed, implemented, and
communicated in industrial projects. Teaching patterns
is therefore of great importance. Patterns, however,
have a natural catalogue-like nature, that easily
misleads us into to lecturing them one at a time. This
leaves an impression of patterns as isolated solutions
to independent problems. We present our experience with
trying to counteract this problem by using a
well-engineered framework, JHotDraw, as a case study in
how patterns work together to define a flexible and
compositional software system of high quality.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fisher:2004:CSI,
author = "John Fisher and John Lowther and Ching-Kuang Shene",
title = "Curve and surface interpolation and approximation:
knowledge unit and software tool",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "146--150",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008036",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a knowledge unit and the use of a
software tool, DesignMentor, for teaching a very
challenging topic in computer graphics and
visualization, namely: curve and surface interpolation
and approximation. Topics include global and local
interpolation, global approximation, and curve network
interpolation. For the past six years, a junior-level
course has successfully used this approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stuurman:2004:ETD,
author = "Sylvia Stuurman and Gert Florijn",
title = "Experiences with teaching design patterns",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "151--155",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008037",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we present an assignment for a course
on Design patterns at the masters level, where students
have to adapt an existing program to meet additional
requirements. We describe the basic program, discuss
the reasons why we decided for such an assignment, and
show the results. The assignment proved to be very
effective both to train students to work with design
patterns and to assess that students have reached the
learning goals. This was true both for students with a
professional background and for students with academic
interests.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hamer:2004:ATD,
author = "John Hamer",
title = "An approach to teaching design patterns using musical
composition",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "156--160",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008038",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present an approach to teaching design patterns
using a music composition project. The project is
distinctive in that students are encouraged to discover
and express their innate musical talents, and are
exposed to some deep connections between programming
and art. In addition to design patterns, the material
provides opportunities for incorporating a surprisingly
diverse range of topics---from data structures,
grammars, parsing, to formal proofs. The approach has
been used successfully in both introductory and
advanced courses over a number of years.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thomas:2004:ULD,
author = "Richard C. Thomas and Rebecca Mancy",
title = "Use of large databases for group projects at the nexus
of teaching and research",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "161--165",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008039",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Final year, group (capstone) projects in computing
disciplines are often expected to fill multiple roles:
in addition to allowing students to learn important
domain-specific knowledge, they should reinforce
computing and software engineering concepts and provide
for the acquisition of transferable skills. For
motivational and pedagogical reasons, it is clearly
preferable that such projects respond to real needs, be
those in research or industry. We describe two student
projects based on a large repository of usage data and
integrated into a course in Professional Computing.
These projects fulfilled the objectives outlined above
and were closely linked to the research of the first
author. We suggest that similar projects based on large
databases may offer a transferable paradigm for others
to follow. Finally, we outline some important elements
for a successful group project based on a large
database.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McKenna:2004:CIP,
author = "Peter McKenna and Ben Laycock",
title = "Constructivist or instructivist: pedagogical concepts
practically applied to a computer learning
environment",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "166--170",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008041",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper discusses an innovative use of information
technology in supporting the learning and teaching of
sampling and quantisation within the Multimedia
Computing curriculum. Three parallel on-line learning
resources were developed to teach the principles of
sampling to Multimedia Computing undergraduates: one
highly interactive Flash artefact was developed on the
basis of constructivist principles; a second
drill-based html resource followed instructivist
principles; and a third combined the two strategies.
This paper reports the practical and conceptual
exploration of what it means to take a constructivist
or instructivist, or mixed approach to the design of
learning software. All three resources were tested with
distinctive groups of students in order to explore and
contrast the relative short-term benefits of the
different pedagogical approaches to learning software
development. The results indicated that a combined
constructivist resource offered the learner a deeper
knowledge of waveform sampling; the question of
longer-term retention and transferable understanding
can only be answered by means of longitudinal
research.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ramalingam:2004:SEM,
author = "Vennila Ramalingam and Deborah LaBelle and Susan
Wiedenbeck",
title = "Self-efficacy and mental models in learning to
program",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "171--175",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008042",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Learning to program is a unique experience for each
student, and it is not fully understood why one person
in an introductory programming course learns to program
better and more quickly than the next. Self-efficacy is
an individual's judgment of his or her ability to
perform a task within a specific domain [1]. A mental
model is a person's internal (mental) representation of
real world objects and systems [9]. Research has shown
that high self-efficacy and a good mental model are
important to knowledge acquisition and transfer. This
research investigates the effects of students'
self-efficacy and mental models of programming on
learning to program. The results show that
self-efficacy for programming is influenced by previous
programming experience and increases as a student
progresses through an introductory programming course.
The results also show that the student's mental model
of programming influences self-efficacy and that both
the mental model and self-efficacy affect course
performance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hanks:2004:PQP,
author = "Brian Hanks and Charlie McDowell and David Draper and
Milovan Krnjajic",
title = "Program quality with pair programming in {CS1}",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "176--180",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008043",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Prior research on pair programming has found that
compared to students who work alone, students who pair
have shown increased confidence in their work, greater
success in CS1, and greater retention in
computer-related majors. In these earlier studies,
pairing and solo students were not given the same
programming assignments. This paper reports on a study
in which this factor was controlled by giving the same
programming assignments to pairing and solo students.
We found that pairing students were more likely to turn
in working programs, and these programs correctly
implemented more required features. Our findings were
mixed when we looked at some standard complexity
measures of programs. An unexpected but significant
finding was that pairing students were more likely to
submit solutions to their programming assignments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Paz:2004:EAA,
author = "Tamar Paz and Tami Lapidot",
title = "Emergence of automated assignment conceptions in a
functional programming course",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "181--185",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008044",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper reports a research into the performance of
high school students while they were first exposed to
the paradigm of functional programming. The findings
have been organized using three categories. In this
paper we will concentrate on the ``Automated assignment
to parameters'' conception which was the most
widespread conception found in the research. We will
describe the conception and will discuss some possible
factors that could influence its development.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{vanVeen:2004:WLC,
author = "Maarten van Veen and Fred Mulder and Karel Lemmen",
title = "What is lacking in curriculum schemes for
computing\slash informatics?",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "186--190",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008046",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we elaborate on the work done by IFIP
Working Group 3.2 in 1997 and 2002 on various
curriculum schemes for computing/informatics. It is the
aim of this paper to contribute to this work by
bringing in concepts and insights from curriculum
research and curriculum theory. This offers an
additional view on the curriculum schemes besides the
more disciplinary content driven approach that mostly
dominates the curriculum work. We analyze three
curriculum schemes: Computing Curricula 2001 (CC2001),
Informatics Curriculum Framework 2000 (ICF-2000) and
Career Space (CSP) with two confronting exercises. The
first exercise introduces the concepts of planned,
enacted, experienced, and hidden curriculum and applies
these to the process of development and implementation
of curriculum schemes in general. The second exercise
positions the three curriculum schemes in a generic set
of curriculum components that is being used frequently
in, for example, secondary education as well as in
other disciplines. It appears that quite a few
components are not included. The paper concludes with
some suggestions for improving the development process
of curriculum schemes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kolikant:2004:COP,
author = "Yifat Ben-David Kolikant and Sarah Pollack",
title = "Community-oriented pedagogy for in-service {CS}
teacher training",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "191--195",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008047",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we examine CS teachers from the aspect
of their membership within a community of practice. We
show that there is much interaction among the teachers;
however, this interaction is merely for exchanging
classroom materials and rarely involves a thorough
analysis or the design of meaningful pedagogy.
Consequently we present, with examples, a
community-oriented pedagogical approach for
re-designing the interaction to include thorough
discussions utilizing a bird's-eye view of the
discipline of CS as well as theories of learning in the
context of in-class practice. We show that teachers who
participated in a course, which was designed according
to community-oriented pedagogy, recognized the power of
belonging to a community and consequently changed their
self-perception of being merely knowledge consumers to
being collaborative knowledge producers as well.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dooley:2004:MCS,
author = "John F. Dooley",
title = "Moving to {CC2001} at a small college",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "196--198",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008048",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe the process, problems, and
successes of moving a Computer Science major at a small
liberal arts college from CC1991[1] to CC2001[3]. Our
current computer science major is largely based on
CC1991 and on A Revised Model Curriculum for a Liberal
Arts Degree in Computer Science[2]. We discuss issues
with the number of required courses, the mathematics
requirement, staffing, and transitioning to the new
curricular model within a small department.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Paxton:2004:PCA,
author = "John Paxton and Karim Heredia",
title = "Providing curricular assistance to a third world
university computer science department",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "199--202",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008049",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Helping third world universities to improve their
computer science curricula is an important obligation
that first and second world computer science
departments have. For third world countries, a
technically skilled workforce that can compete in
today's modern world is imperative for sustainable
development. In this paper, we will describe a liaison
between Montana State University (USA) and Don Bosco
University (El Salvador) that resulted in the first
author teaching three advanced computer science topics
at Don Bosco University. The pedagogy related to
teaching advanced topics to students of a different
culture while being translated is described. We hope
that this paper will convey how rewarding such an
experience can be and to encourage other liaisons
between computer science departments in the developed
and developing parts of the world. Although the
specifics of the experience described in this paper
will almost certainly differ from your own, we believe
that many of our general observations might be useful
should you have the chance to be involved in a similar
experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lopez-Herrejon:2004:UIT,
author = "Roberto E. Lopez-Herrejon and Morrie Schulman",
title = "Using interactive technology in a short {Java} course:
an experience report",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "203--207",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008051",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Keeping students alert and responsive during lectures
is a challenge even for experienced teachers in small
group settings. Research has shown the importance of
student participation and involvement in the learning
process. Many ideas and strategies have been proposed
to promote these two vital education elements [5].
Among them is the use of interactive technology where
the instructor asks a question to the class and each
student answers individually. These answers are tallied
and the professor can get immediate, quantitative, and
real-time feedback information that can be used to
detect and address comprehension problems and to adapt
the lecture plan accordingly. In this paper we report
our experiences using a wireless interactive system
named the Classroom Performance System (CPS) [9] in a
fast-paced, short but comprehensive Java programming
course. We present the challenges we faced and the
lessons we learned in designing and delivering lectures
using this type of technology.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{LopezHerrejon:2004:UIT,
author = "R. E. {Lopez Herrejon} and M. Schulman",
title = "Using Interactive Technology in a Short {Java} Course:
An Experience Report",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "203--207",
month = sep,
year = "2004",
CODEN = "SIGSD3",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
bibdate = "Thu Nov 11 05:40:33 MST 2004",
bibsource = "https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chang:2004:TCN,
author = "Rocky K. C. Chang",
title = "Teaching computer networking with the help of personal
computer networks",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "208--212",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008052",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes an ``experiential'' learning
approach to teaching a foundational course on Computer
Networking. In additional to the traditional laboratory
sessions and analytical problem-solving, I have
introduced a class project based on personal computer
networks for the last three years. Each project group
sets up and owns an IP private network throughout the
course, and they perform various experiments on it to
verify and test the networking principles learned from
the textbooks and lectures. The students' feedbacks
collected so far are extremely positive. Not only they
can acquire practical skills during the process, they
are able to better understand the abstract networking
concepts and protocols through their working experience
with the personal computer networks.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Simon:2004:PET,
author = "Beth Simon and Ruth Anderson and Crystal Hoyer and
Jonathan Su",
title = "Preliminary experiences with a tablet {PC} based
system to support active learning in computer science
courses",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "213--217",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008053",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "There has been much research on the benefits of active
and collaborative learning and on its use in computer
science courses. As classroom technology becomes more
prevalent it is natural to develop systems that support
the use of these techniques. We have developed such a
system as an extension to Classroom Presenter [2], a
Tablet PC-based presentation system. In our system
students (or groups of students) are equipped with
tablet computers and at various points during the
lecture, are asked to solve a problem or respond to a
question. Students respond by writing their solution on
the tablet and submitting it wirelessly to the
instructor. The instructor can view all student
responses, select one or more to display to the class,
and annotate responses with ink as they are being
displayed. Student responses can be saved for review
after lecture by the instructor or made available
electronically to the students. In this paper we
describe the system and our initial experiences using
the system in two classes (CS1 and Computer Ethics) at
the University of San Diego in Fall 2003.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2004:ECL,
author = "Guido R{\"o}{\ss}ling and Christoph Trompler and Max
M{\"u}hlh{\"a}user and Susanne K{\"o}bler and Susanne
Wolf",
title = "Enhancing classroom lectures with digital sliding
blackboards",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "218--222",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008054",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Traditional blackboard-based lectures provide context
on the sliding blackboards. Modern lectures
incorporating video projectors typically do not provide
this context. We describe a project that combines both
approaches to provide context for ``modern'' lectures.
We also discuss the benefits for educators and
students. The software is sufficiently versatile to
incorporate practically any software for content
display.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sadiq:2004:SOS,
author = "Shazia Sadiq and Maria Orlowska and Wasim Sadiq and
Joe Lin",
title = "{SQLator}: an online {SQL} learning workbench",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "223--227",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008055",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "SQL (Structured Query Language) is one of the
essential topics in foundation databases courses in
higher education. Due to its apparent simple syntax,
learning to use the full power of SQL can be a very
difficult activity. In this paper, we introduce
SQLator, which is a web-based interactive tool for
learning SQL. SQLator's key function is the evaluate
function, which allows a user to evaluate the
correctness of his/her query formulation. The evaluate
engine is based on complex heuristic algorithms. The
tool also provides instructors the facility to create
and populate database schemas with an associated pool
of SQL queries. Currently it hosts two databases with a
query pool of 300+ across the two databases. The pool
is divided into 3 categories according to query
complexity. The SQLator user can perform unlimited
executions and evaluations on query formulations and/or
view the solutions. The SQLator evaluate function has a
high rate of success in evaluating the user's statement
as correct (or incorrect) corresponding to the
question. We will present in this paper, the basic
architecture and functions of SQLator. We will further
discuss the value of SQLator as an educational
technology and report on educational outcomes based on
studies conducted at the School of Information
Technology and Electrical Engineering, The University
of Queensland.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goldweber:2004:RBCb,
author = "Michael Goldweber and Martyn Clark and Sally Fincher
and Arnold Pears",
title = "The relationship between {CS} education research and
the {SIGCSE} community",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "228--229",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008057",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ben-Ari:2004:WDW,
author = "Mordechai Ben-Ari and Anders Berglund and Shirley
Booth and Christian Holmboe",
title = "What do we mean by theoretically sound research in
computer science education?",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "230--231",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008059",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "With our interest to improve our education in computer
science, an understanding of how students learn about
CS concepts, how different concepts are understood, as
well as the conditions for learning, become important
issues. A better understanding of our students and
their learning gives us a strong tool in our efforts to
develop teaching. There is an increasing awareness of
the usefulness of theoretically sound research
approaches: it opens for generalisations of results, it
invites comparison between researchers, methods and
results, and at the same time it makes the limits of
the research visible. As examples on initiatives that
have lately been taken to promote a conscious use of
relevant research approaches, can be mentioned the
bootstrapping project [13], the special issue on import
and export of Computer Science Education (to appear),
as well as papers offering overviews of the current use
of certain approaches ([4], [8]) and attempts to
verbalize models for a successful research process
([5], [6], [12]).These initiatives do not advocate the
primacy of a certain approach over others. This
openness is well-grounded, since ``a particular
approach offers certain perspectives on a research
question, and, in this way, enables the researcher to
study [these] aspects of learning, while other aspects,
that are not in focus using the selected approach,
become unclear or 'blurred' (Berglund, submitted for
review). Thus, the selection an approach is closely
intertwined with the research question under
investigation. In this panel, the theoretical
foundations for four different research approaches will
be described, and examples of research performed within
each of these approaches will be given. The examples
will serve to illuminate which kinds of results that
can be offered by a particular approach, and thereby
illustrate its use.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Liffick:2004:IAT,
author = "Blaise W. Liffick",
title = "Introducing assistive technology in an {HCI} course",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "232--232",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008061",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster describes part 1 of the 2-year project
``Integrating Assistive Technology into an
Undergraduate Computer Science Curriculum from an HCI
Approach,'' funded by the National Science Foundation.
The intent of this phase of the project is to introduce
the topic of computerized aids for the disabled
(generally called assistive technology (AT)) as
one-to-three week curriculum modules as part of a
typical human-computer interaction (HCI) course offered
for senior Computer Science majors. This poster will
briefly describe some of the topics to be covered, how
these topics fit within HCI concepts, sample
assignments, and the laboratory equipment used to
support demonstrations and assignments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Navarro:2004:SES,
author = "Emily Oh Navarro and Andr{\'e} van der Hoek",
title = "{SimSE}: an educational simulation game for teaching
the Software engineering process",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "233--233",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008062",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2004:SWP,
author = "Lillian N. Cassel and Edward A. Fox",
title = "Sharing the wealth: publishing electronic resources",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "234--234",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008063",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster describes the publication of educational
resources in ACM's online Journal for Educational
Resources in Computing (JERIC) and the US National
Science Foundation's National STEM Digital Library
(NSDL).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Quade:2004:PUR,
author = "Ann M. Quade",
title = "Promoting undergraduate research: a classroom model",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "235--235",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008064",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a computer science course
designed to develop and enhance undergraduates'
research skills. The course pedagogy served to
significantly reduce the faculty mentor's tedious task
of building the mentee's research-related skill set,
yet facilitated the establishment of partnerships
between mentors and mentees.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ragonis:2004:RAA,
author = "Noa Ragonis",
title = "A refreshing approach to an academic seminar course",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "236--236",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008065",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a creative approach for the
computer science (CS) academic seminar course. The
seminar goal is to gain integration between the
curriculums learnt topics, thus clarifying and
enriching CS students' conceptual maps.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Leska:2004:LCC,
author = "Chuck Leska and John Rabung",
title = "Learning {O-O} concepts in {CS I} using game
projects",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "237--237",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008066",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Teaching object-oriented design and programming in CS1
can benefit from problems that stimulate student
interest, that yield to natural analysis under an
object-oriented approach, and that provide a basis for
extension and reuse. Our project endeavors to design,
develop, and implement a set of games that spawn such
problems spanning nearly the entirety of concepts
presented in our CS1 course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Impagliazzo:2004:UHE,
author = "John Impagliazzo and John A. N. Lee",
title = "Using history to enhance computing courses",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "238--238",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008068",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this poster, we describe how instructors can use
history to enhance student learning in computer-related
courses. The use of history relates events to people,
places, and things.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Harms:2004:VRS,
author = "Douglas E. Harms",
title = "A virtual reality simulator of the {ENIAC}",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "239--239",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008069",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The ENIAC was designed and built at the University of
Pennsylvania between 1943 and 1946 and is one of the
world's first general-purpose programmable electronic
computers. It occupied a 40 x 60 foot room, weighed 30
tons, and was programmed using knobs, switches, and
cables. This poster describes the development of a
virtual reality simulator of the ENIAC that permits
students to program the ENIAC and see it operate.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Zur:2004:TCC,
author = "Ela Zur and Tamar Vilner",
title = "Teaching certificate in computer science: didactics
workshop",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "240--240",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008070",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Among the prominent characteristics of the Open
University of \ldots{} is its teaching method: self-study
through distance learning. Students from all parts of
the country pursue various degrees at the University
and the majority utilize advanced technologies for
their studies. We will describe the curriculum for a
teaching certificate in Computer Science, particularly
the course ``Methodology of Computer Science Teaching''
which utilizes multi-media technologies expressly
developed for distance learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Alfonsi:2004:IIT,
author = "C. Alfonsi and N. Scarabottolo and D. Pedreschi and M.
Simi",
title = "{IT4PS}: information technology for problem solving",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "241--241",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008071",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Powell:2004:DLC,
author = "Norman Powell and David Moore and John Gray and Janet
Finlay and John Reaney",
title = "Dyslexia and learning computer programming",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "242--242",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008072",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster explores some of the issues associated
with teaching computer science to students with
dyslexia. Issues associated with both student learning
generally and computer science specifically are
considered. The accessibility of teaching materials
made available through virtual learning environments
(VLEs) is addressed. Twelve resulting guidelines
particularly relevant to students with dyslexia are
outlined. More specifically to computer science, the
issues associated with programming are explored through
the development of a mapping of the features of
dyslexia to the tasks involved in writing a computer
program. Preliminary evidence, from both the wider
dyslexia community with computer programming experience
and some early interview results, are presented to both
support the mapping and draw out other important
issues. This poster describes results generated from a
LTSN-ICS Development Fund project, entitled 'Impact of
Learning Disability on the Study of Computing'. This
project seeks to investigate the impact of learning
disabilities on students who are following a course of
study in the computing curriculum. It looked at how
best to deliver materials through the University's
Virtual Learning Environment (VLE) and then focused on
issues surrounding students with dyslexia and computer
programming. The introduction of the Special
Educational Needs and Disability Act [1] and the
Disability Discrimination Act part IV [2] provides an
opportunity and incentive to review teaching and
learning methods and see how the needs of the students
with special needs are addressed. In the case of a
computing department, this should include general
aspects, for example accessible provision of
e-resources, and also domain specific aspects, for
example programming. This poster looks at both of these
aspects. Leeds Metropolitan University (Leeds Met.) is
a large (37,000 students) university of applied
learning, with a policy of widening access to higher
education. The School of Computing has approximately
1,500 students enrolled on a variety of HND and degree
programmes, of these on average 20 are registered as
dyslexic at any given time. This is in line with the
occurrence of dyslexia across the University as a whole
and the general higher education student population,
1.2 per cent to 1.5 per cent [3]. There is, then, a
substantial and persistent number of individuals that
require support within the school. The poster begins by
outlining the sources of standards and guidelines
relating to the provision of accessible Web based and
e-learning materials and then highlights those
considered particularly pertinent to students with
dyslexia. It then focuses in on specific issues
associated with computer programming and dyslexia. In
order to do this, first the features of dyslexia, both
negative and positive, are outlined. A model of the
processes involved in computer programming is then
proposed. This allows an interaction matrix of the
features of dyslexia and the process stages of computer
programming to be developed. Preliminary evidence is
then presented from correspondents of a Dyslexia e-mail
forum, which supports the interaction matrix and raises
additional issues. The results of an interview with a
Computer Science student with dyslexia are also
presented. This poster is based on earlier work
[4,5].",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{To:2004:DAO,
author = "L. March To",
title = "Determinants affecting organizations' intent to adopt
e-tailing: a study based on innovation theories",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "243--243",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008074",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Online retailing (e-tailing), which is believed as a
major technological innovation has aroused significant
attention both in literature and business.
Nevertheless, while there are abundant adoption studies
from consumer perspectives, few studies provide
concrete analysis of organizational views. To study
organizations' behavior of the e-tailing adoption, the
well-known innovation theories (e.g., [1], [2].)
provide a valuable base for investigation. However, the
major problematic issue in previous innovation theories
is the inconsistent findings across studies. A
determinant found significantly to an innovation
adoption in one study can be insignificant in another
study regarding the same innovation typology. It is
suggested that more insights in research design be
added to the theories before they are employed. The
objective of this study is to provide a critical review
in order to summarize and explain those inconsistent
finding; and to propose a framework with new
theoretical relationships to investigate the
determinants affecting firms' intent of ``e-tailing''
adoption. It is indicated that the past inconsistent
findings can be caused by mismatch between specificity
and generality within a study; and inattention to some
interactive relationships among the identified
determinants [3]. With respect to the issues, a
theoretical framework is proposed to test the new
relationships among the four determinants namely (1)
Perceived Characteristics of Innovation (PCI), (2)
Characteristic of Environment, (3) Characteristic of
Organization and (4) Characteristic of Top Management.
Hierarchical Regression Analysis is used to test the
model with variables entered into the regression
equation by the assigned steps. It is expected that a
firm who perceives better of e-tailing i.e., relative
advantage and compatibility will have better attitude
toward its adoption and have higher adoption intention.
Besides these, higher competitive pressure, lower
channel pressure, bigger firm size, more available IT
infrastructure and innovative top management are
expected to positively correlate with the intention.
However, the real co-relational strengths of those
relationships should be moderated by the firm's
attitude toward the adoption. For example, competitive
pressure is likely to make a firm more innovative in
overall; however, whether a company is really willing
to adopt a particular innovation would be affected by
its attitude toward that innovation. Positive
(negative) attitude can increase (decrease) the
intention. This moderating effect, which has not
addressed by past innovation theories, can explain the
inconsistent findings. Figuring out what determinants
affect the adoption of e-tailing among organizations
provides significant implications. It is useful for
managers to evaluate those internal and external
factors of their firms. It helps managers position
their firms for the decision of online marketing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2004:ISL,
author = "Guido R{\"o}{\ss}ling and Henning B{\"a}r and Max
M{\"u}hlh{\"a}user",
title = "Interaction support in large-scale lectures",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "244--244",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008075",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Larsson:2004:SOE,
author = "Erik Larsson and Anders Larsson",
title = "Student-oriented examination in a computer
architecture course",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "245--245",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008076",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Learning is a highly individual process. Some prefer
learning by reading the course material, others learn
best by listening to a lecture, while some like to
learn in a trial-and-error way by themselves in a
laboratory assignment. A good learning scheme is
individual. A scheme that is good for some persons
might not at all be good scheme for someone else. It is
important to understand your own personal way to learn,
but also when organizing a course individual learning
alternatives should be acknowledged. Examination in a
course can be seen as a test occasion or as a learning
occasion. Traditionally, examination has been an
occasion where knowledge is tested. Written exams can
be used to test the theory and laboratory work to test
practical aspects of the course material. For
laboratory work the distinction between learning and
test of learning is somewhat unclear. The learning and
the test of learning are mixed. However, in
general,examination can be seen as an occasion to learn
and/or to test knowledge. We have, in a Computer
Architecture course, taken the view that (1) learning
is an individual process, and (2) that examination is a
learning occasion. The consequence of our view (1) +
(2) is basically that examination should be individual,
or student-oriented. Alternatives to traditional
examination is also supported when taking gender,
cultural, and age perspectives. We therefore developed
two examination tracks where the students in the
beginning of the course decided what track to follow.
Common for both tracks is that credits are given that
can be counted for in the written exam. The students,
individually or in pair, define their own laboratory
task related to a course topic such as cache-memories
or pipelines, solve the task and present the results in
front of the class. Each student designs individually a
multiple-choice pre-exam question (specifying what it
tests, the question and correct answer). A student
friend corrects the question and might improve it if
needed. The teaching assistant selects questions for
the multiple-choice pre-exam. Each student also creates
individually one exam question, which a student friend
corrects and if needed improves. Each part (lab
presentation, creation and evaluation of pre-exam
questions, pre-exam, and creation and evaluation of
exam question) is given credits that are included in
the written exam.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Benaya:2004:CSI,
author = "Tamar Benaya and Ela Zur",
title = "Can students improve their undergraduate achievements
and get accepted to graduate school?",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "246--246",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008077",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Open University of Israel offers an MSc program in
Computer Science for students with an undergraduate
degree in Computer Science and a grade point average of
at least 80. We will describe an experiment which we
began a year ago in which we give an opportunity to
those students who do not meet the requirements
(average lower than 80) to improve their
achievements.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bianco:2004:RSP,
author = "Giovanni M. Bianco and Simonetta Tinazzi",
title = "In the realm of {Si Piuh}",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "247--247",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008078",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Teaching computer science to children is a big
priority among the most of the EU Countries.
Nevertheless, off-the-shelf Computer Science books are
not particularly tailored to children, who rather need
their own language, which is based on fantasy,
self-identification, analogy, play, and diverse other
features which characterize their bubbling world. These
are the main motivations for the introduction of a
novel and more children-oriented approach to Computer
Science. The manual in use at the University of Verona
illustrates the hardware components of a PC. It is
composed of eight Chapters. Under the child's point of
view, the PC is a Realm where diverse Subjects coexist
together. The Realm is lead by His Majesty whose name
is Si Piuh. The Mother and the servants are necessary
for Si Piuh to complete the job. In this work we'll
examine some features of the first chapter where the
principal hardware components are presented. The
hardware components can be imagined as people who live
in a Realm. All the people of the Realm are Goblins,
each one devoted to a particular role. With a bit of
fantasy, in a Realm there are exactly the same
relationships one can find in a PC: gates to the
external world, artists who produce paintings and
sounds, Masters who guide the whole process, libraries
to store material, buses to transport material,
ambassadors who know communication protocols, servants
and as many other Subjects as one can imagine. The PC
(i.e., the Realm) is lead by the CPU, i.e., His
Majesty. The name of the king is Si Piuh, which stands
for the Italian pronounce of CPU (fig. 1).
Synchronizing all the activities inside the PC is a
very hard work. By analogy, leading the Realm is not as
easy as one can think.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Price:2004:CEU,
author = "Colin Price and John Price",
title = "Common environment for undergraduate computer
programming",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "248--248",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008079",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present an Integrated Environment suitable for
learning and teaching computer programming which is
designed for both students of specialised Computer
Science courses, and also non-specialist students such
as those following Liberal Arts. The environment is
rich enough to allow exploration of concepts from
robotics, artificial intelligence, social science, and
philosophy as well as the specialist areas of operating
systems and the various computer programming
paradigms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ford:2004:MPT,
author = "Lindsey Ford",
title = "Managing the programming tail",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "249--249",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008080",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe a way of dealing with those students in a
class learning programming that are unable to keep up
with the rest.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fone:2004:DMT,
author = "William Fone",
title = "Design of {MCQ} test",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "250--250",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008081",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper is concerned with the use of semiotics to
improve the design of multiple choice question (MCQ)
tests. Improving the feedback to candidates of MCQ
tests by using a speech circuit that introduces
autopoietic redundant information to filter noise is
discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ben-Ari:2004:STT,
author = "Mordechai Ben-Ari",
title = "A suite of tools for teaching concurrency",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "251--251",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008083",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster describes a suite of new or improved tools
for teaching concurrent and distributed computation.
The tools are written in Java for portability and are
freely available at the address
http://stwww.weizmann.ac.il/g-cs/~benari/software.htm,
under the GNU General Public License. (Some tools
invoke other programs which have different licensing
arrangements.)",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Borge:2004:TOE,
author = "Richard Borge",
title = "Teaching {OOP}: experimental studies",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "252--252",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008084",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Last year, an experiment was conducted on six novice
students, attempting to teach them OOP (Object Oriented
Programming) in 2.5 days using Karel J. The students
learnt making their own subclasses with methods after 8
hours. A follow-up experiment will be attempted,
spanning over more days using children in elementary
school.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boisvert:2004:CCI,
author = "Charles Boisvert",
title = "{eL-CID}: communicating iterative program design",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "253--253",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008085",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Conrad:2004:USB,
author = "Marc Conrad and Tim French",
title = "Using the synergies between the object-oriented
paradigm and mathematics in joint mathematics\slash
computer science programs",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "254--254",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008086",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Whilst the object oriented paradigm and its
instantiation within programming languages such as Java
has become a ubiquitous part of both the commercial and
educational landscapes, its usage as a visualisation
technique within Mathematics undergraduate programmes
of study has not been widely recognised. By regarding
the object oriented paradigm as a medium for conceptual
exploration (rather than merely as a tool) the aim is
to show how the close conceptual links between object
orientation and certain mathematical structures such as
rings and groups can be more fully realised, using the
ready-made Java package com.perisic.ring [2]. The
package provides classes for abstract rings and can in
addition be used as a reference model for other
mathematical objects such as groups or vector spaces
[3].The intention behind the approach offered here is
to build upon these enabling foundations so as to
reveal the fundamental synergies that exist between the
various entities that are central to the OO paradigm
(such as Abstract Data Types) and abstract mathematical
structures (such as Rings and Groups). By inviting
students to revisit certain fundamental OO constructs
and techniques (such as classes, polymorphism,
encapsulation and inheritance) within the context of
pure mathematics, students may perhaps gain a deeper
insight into mathematical abstractions and related
algebraic structures. The idea is to generally
reinforce students' learning and to generally enhance
their mathematical maturity through a process of ``live
engagement'' with a familiar and indeed ubiquitous OO
paradigm. It is clear that for some authors at least,
the use of Java in Mathematics is seen to be purely
pragmatic: i.e., merely as a convenient tool used to
engineer a graphical user interface or to explore
distributed programming [1]. However there has been a
heated on-going debate that has sought to identify
whether the ``correct'' use of a computer and other
automated devices such as calculators, genuinely aids
students' learning and analytical abilities, or whether
such usage may actually be detrimental to the
development of mathematical maturity [1]. We prefer to
believe that Java may have a deeper role to play.
However, rather than directly seeking to contribute to
this pedagogic debate between ``reformers'' and
``traditionalists'' our aim here is to show how
(conceptually) the two discipline areas are mutually
synergistic. In particular we show how gaining a deeper
insight into, and understanding of, object oriented
techniques can in fact provide an ideal pedagogic
opportunity for our undergraduate target audience to
better visualise, hence understand, certain abstract
mathematical concepts and entities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nodelman:2004:OCC,
author = "Vladimir Nodelman",
title = "{OOP} via {C++}, {C\#}, \ldots{}?",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "255--255",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008087",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This presentation describes our experience in
transition from C++ to C\# while teaching
object-oriented programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Paterson:2004:AOP,
author = "James H. Paterson and John Haddow",
title = "Approaches to Object Persistence in {Java} Projects",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "256--256",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008088",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib",
abstract = "This presentation discusses and demonstrates the
advantages and limitations of a range of object
persistence strategies for use in student projects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Joyce:2004:API,
author = "Donald Joyce and Alison Young",
title = "Addressing professional issues at postgraduate level",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "257--257",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008089",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper reviews the authors' experiences of
addressing professional issues with postgraduate
computing students (at both masterate and doctorate
levels).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cunningham:2004:UNS,
author = "Steve Cunningham and Ernest McDuffie and Harriet
Taylor",
title = "The {US} national science foundation and the {ITiCSE}
effort",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "258--258",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008091",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe several National Science Foundation
programs that support educational efforts in computer
science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kosa:2004:TVC,
author = "Martha J. Kosa and Mark A. Boshart",
title = "Treemap visualizations for {CS2}",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "259--259",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008092",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer science instructors periodically need to
update their classroom examples and programming
assignments in order to reflect changes in current
practice in the field and to discourage copying by
students. As experienced CS2 instructors, we regularly
face this challenge. The topics in our CS2 course are
standard and include recursion, lists, stacks, queues,
and trees (including B-trees as well as standard binary
search trees and AVL trees). Our students use Java
(including GUIs). We have experimented with having
students use and write programs to visualize various
data structures. The students have written programs to
visualize search trees using the traditional approach
in which ovals represent nodes and lines represent
links. They have also written programs to visualize
search trees via a Web browser [2]. We propose an
alternate visualization technique based on treemaps. We
believe that treemaps are a rich source for classroom
examples and assignments for CS2 instructors. Trees are
useful for storing hierarchical data, and they are
naturally recursive. A tree is either empty, or it has
a root node with subtrees. A root is connected to its
subtrees by links or branches. We had an idea to draw a
tree in a square, which would be split into multiple
rectangles, one for each node in the tree. As we moved
down a level in the tree, we toggled the direction of
the split in the rectangles from vertical to horizontal
or vice versa. The root node's size in the current
rectangle corresponded to its relative weight in the
current subtree. The structure of the tree could be
inferred by the relationships among the rectangles and
their relative widths and heights. We drew several of
these embeddings by hand and noted that the patterns
resembled art by the Dutch abstract artist Piet
Mondrian [6]. We then implemented this visualization
using the Java Power Tools [4] library and noted that
this visualization can be enriched with colors and
graphical patterns, as in the Kaleidoscope example [3].
Our idea is an active research area in computer
graphics [7]. However, it still appears to be a novel
teaching idea for CS2. Ben Shneiderman [5] was the
first to study two-dimensional space-filling
representations of trees; he called them ``treemaps''.
His motivating problem was to visualize directories in
order to determine disk utilization. His algorithm was
similar to our algorithm. XML documents can also be
visualized using his algorithm and others [1]. Our goal
is to synthesize this treemap visualization literature
[1, 5] into classroom materials for CS2 instructors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ramakrishnan:2004:SBF,
author = "S. Ramakrishnan and A. Cambrell",
title = "Service based framework for knowledge portals",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "260--260",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008093",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes our work on establishing an
on-line learning community to facilitate the
interactions of the student (teams) in their group
projects. It is illustrated with a Portal in the
capstone project of our Bachelor of Software
Engineering (BSE) course. [2] reported on our Monash
University Software Engineering (MUSE) Studio Lab and
the innovative software engineering capstone project
experience. Our student teams used to store the various
artefacts, which were produced as part of the SE Studio
(capstone) projects on the servers in the studio lab.
However, these SE product and process artefacts were
not accessible uniformly through a web browser in a
MUSE Portal. The Portal environment is aimed at
providing a virtual learning space, knowledge
aggregation and user management. In this paper, we
provide details of our pedagogical service based
framework, which has been designed and built to provide
features to Portal users. The framework supports
services such as group/team collaboration, task
tracking, and project planning. The collaboration and
learning services available from our Knowledge Portal
is based on the learning activities as defined by [1]
Nonaka1994. Nonaka defines: socializing to exchange
views and develop trust between team members,
dialoguing to share mental models and develop common
vocabulary, systemising to combine knowledge by
visualising interactions and constructing artifacts and
exercising to communicate and reflect on outcomes. We
follow a similar approach to enable team members to
discuss and reflect on group findings with respect to
SE processes \& products during the year long SE Studio
project, and reflect over individual thesis components.
A pedagogical service based framework can service the
current pedagogical needs of the SE group projects,
other related subjects, and SE Honours research
projects and is also extendible with more services on a
demand basis. The focus has been on allowing custom
subject specific services to be created without having
the inherent overheads. A pedagogical framework with
service based architecture has been built to provide
services to the Portal users. The Portal Environment is
the front-end through which services are exposed.
Examples of services are: task tracking and project
planning in group projects; collaboration between team
members in a group project in a subject unit; knowledge
repository of product/project assets; calendar facility
etc. Support infrastructure services of user
authentication, role and service allocation etc. are
also managed via the portal environment. We show how
on-line learning communities can be supported using the
MUSE knowledge portal. The framework supports services
such as team collaboration, task tracking, and project
planning. The url for MUSE Portal is
http://museportal.csse.monash.edu.au:8080/MUSEPortalWeb/.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hamada:2004:CET,
author = "Mohamed Hamada and Kazuhiko Shiina",
title = "A classroom experiment for teaching automata",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "261--261",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008094",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this work we focus on an experiment held at an
automata class room to test the effectiveness of using
simulators. We developed our own simulator. We also
tested two other existing simulators to find whether
simulators are useful as a teaching tool in automata
classes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Argollo:2004:GSL,
author = "Eduardo Argollo and Mauricio Hanzich and Diego
Mostaccio and Germ{\'a}n Bianchini and Paula Fritzsche
and Ferran Bon{\`a}s and Emilio Luque and Juan Carlos
Moure and Dolores Rexachs",
title = "Graduate students learning strategies through research
collaboration",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "262--262",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008095",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "It is already known that the learning process can be
accelerated with the mixture of theoretical classes and
experimental work. This paper describes an interesting
experiment with that combination in the teaching of
computer architecture for Ph.D. students in
collaboration with a researcher in a real design
investigation. As the work progressed, a simple
cyclical methodology arose as reference for future
works.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Leska:2004:IUP,
author = "Chuck Leska",
title = "Introducing undergraduates to programming using robots
in the general education curriculum",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "263--263",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008096",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper outlines some of the relevant components of
our first offering of the Programming with Robots
course and ideas we have for enhancing the
``GenEdness'' of the course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tusch:2004:TIS,
author = "Guenter Tusch and Paul Leidig and Greg Wolffe and
David Elrod and Carl Strebel",
title = "Technology infrastructure supporting a medical \&
bioinformatics {Masters} degree",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "264--264",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008097",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Grand Valley State University has recently created a
new Masters program in Medical \& Bioinformatics. The
M.S. degree, along with related degrees in
Biostatistics and Biotechnology, are components of the
``Professional Science Masters'' development and
implementation initiative supported by the Sloan
Foundation. Key features of the new curriculum include
an interdisciplinary framework with common core
courses, the promotion and development of ``soft
skills'' through teamwork and project management
experiences, and an applied research focus highlighted
by a mandatory business/industry internship.
Instrumental to achieving these goals is a strong lab
component to the curriculum that incorporates
familiarity with industry-standard software packages.
The laboratory infrastructure will be utilized by
multiple courses, thus interconnecting different foci
of the program and providing a complete experience for
students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moreno:2004:PAJ,
author = "Andr{\'e}s Moreno and Niko Myller and Mordechai
Ben-Ari and Erkki Sutinen",
title = "Program animation in {Jeliot 3}",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "265--265",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008099",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Jeliot is a family of program animation systems [1].
It has been successfully used to improve the teaching
of introductory programming by supplying a concrete
language in which to explain programming structures and
concepts [2]. Jeliot 3 [4] retains the novice-oriented
GUI and animation display of the previous version,
Jeliot 2000. Both versions automatically visualize the
execution of user-written Java programs. Jeliot 3
introduces a new kind of design in order to make the
system extendable and to add new features [5]. The
front-end of system has been replaced by the
DynamicJava interpreter, which was instrumented to
produce an intermediate code, MCode, describing the
program's runtime trace. The MCode trace is then
rendered by the graphics back-end. The previous version
of Jeliot animated variables, expressions, I/O and
static method calls. Jeliot 3 is also capable of
animating concepts for object-oriented programming:
objects, class inheritance, constructors, method calls,
instance fields, and reference semantics of arrays and
objects. Jeliot 3 is intended to be a simple tool to be
used in different kinds of learning scenarios [3]. It
can be used to show and teach the basics of programming
during a lecture. The lecturer can explain different
concepts and show their corresponding animations with
Jeliot. Students may use Jeliot 3 by themselves after
the lectures to complete and understand the follow-up
assignments related to the concepts learned at the
lectures. Jeliot 3 can be used as a tool in interactive
laboratory sessions. The visual display of the program
can be used to facilitate communications about the
errors. It can also support virtual courses, as where
Jeliot 3 provides a tool that can assist students when
external help is not available. Jeliot 3 is available
under the GPL for downloading at
http://www.cs.joensuu.fi/jeliot/. We intend to form a
community around Jeliot 3, where teachers, students and
developers could propose ideas and solutions in order
to im- prove Jeliot 3 and the teaching of programming.
The forum is available on the website and open for
anyone interested. There are also plans for further
development, for example, a new tool called JeCo
(Jeliot Collaborative) [3] aims to integrate Jeliot 3
into a co-authoring environment where students can
develop and visualize their programs together.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kumar:2004:WBT,
author = "Amruth Kumar",
title = "{Web}-Based Tutors for Learning Programming in
{C++\slash Java}",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "266--266",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008100",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pacini:2004:LPS,
author = "Giuliano Pacini and Giuseppe Fiorentino and Annalina
Fabrizio",
title = "Learning problem solving with spreadsheet and database
tools",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "267--267",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008102",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Teaching skills for problem solving is usually
accomplished on the basis of good examples of problems
and corresponding sound solutions. By studying
well-constructed examples the student learns how to
analyze and decompose non-elementary problems and
learns how to provide well-organized solutions. The
tools we demonstrate support the teacher in presenting
problems in an effective way and help the student in
solving them. The teacher chooses a problem and
provides a solution within Access or Excel, usually
reducing the original problem to a collection of
simpler, logically related sub-problems. The system
thoroughly analyzes the teacher's solution and provides
feedback about its structure as well as many
automatically generated solution hints for the student.
The teacher may add his own suggestions and establishes
the form and content of the problem's presentation.
Essentially, the teacher can specify which aspects of
his own solution should be visible to the student. In
this way, the difficulties for the student to solve the
task can be largely controlled. The problem is proposed
as a (possibly incomplete) set of sub-problems whose
mutual relations may be left partially unspecified. In
the same vein, some of the suggestions may be hidden in
the initial problem presentation. The student can ask
for hints during his solution attempts, and receives
them at the price of penalties in the final evaluation.
The results that the teacher's solution produces for
the different sub-problems are supplied to the student
(just the results, not the solutions). This provides
three main benefits. The first one is motivational: the
teacher's result is a clearly visible goal to reproduce
and, by simple comparison, provides immediate feedback
about the correctness of the student's solution
attempts. The second benefit stems from the fact that
the student is allowed to face the collection of
sub-problems in a more flexible way. In fact, he can
exploit the teacher's results to solve a particular
sub-problem, independently from the sub-problems that
he has (or has not) already solved. Finally, since the
teacher's hidden solutions provide results that are
assumed to be reliable, if the student uses them
instead of his own results, error propagation is
totally prevented. The system uses the teacher's
results to automatically check the correctness of the
student's results by comparison, and by considering
different data samples the system infers the
correctness of the student's solution. Moreover, since
correctness is established by comparing results, the
system will accept any solution that produces the same
results as those arising from the teacher's solution,
regardless of how the former are obtained.
Experimentation with the system at the Italian Naval
Academy has given good evidence that non-elementary
problems can be proposed in a working context where
students are stimulated to elaborate personal
comprehension and to develop original solution
techniques. The engineering of the system has been
funded by the AICA-CRUI project ``IT4PS --- Information
Technology for Problem Solving''.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ford:2004:LOG,
author = "Lindsey Ford",
title = "A learning object generator for programming",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "268--268",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008103",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We introduce a general tool for creating small
learning scenarios (Learning Objects) that can be used
by teachers and students for teaching/learning Java.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Abunawass:2004:CCPb,
author = "Adel Abunawass",
title = "{COMPASS}: a {CS} program assessment project",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "269--269",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008105",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2004:UCD,
author = "Lillian N. Cassel and Edward A. Fox and JAN Lee and
Manuel A. P{\'e}rez-Qui{\~n}ones and Deborah Knox and
John Impagliazzo and Lee Giles",
title = "Using {CITIDEL} to develop and share class plans",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "270--270",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008106",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This demonstration will illustrate the use of existing
and proposed tools in CITIDEL for finding existing
resources to integrate into a course and for developing
well structured descriptions of class and laboratory
activities for sharing with the computing community.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dixon:2004:SCE,
author = "Mark Dixon",
title = "A single {CASE} environment for teaching and
learning",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "271--271",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008108",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This synopsis provides a description of a CASE
Environment used within the education of software
engineers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ratcliffe:2004:ESL,
author = "Mark Ratcliffe and Jonathan Holloway and Wayne Ellis",
title = "Enhancing student learning through collaboration",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "272--272",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008109",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "There is plenty of evidence to suggest that
collaborative working has much to offer the learning
process. Though it is used in many different
disciplines, its use is curtailed largely due to the
fact that many feel that the assessment is rather
subjective and often unfair. It is difficult to
identify individual contributions within a team. Some
students can avoid making any real contributions whilst
being carried, or hiding behind, stronger group
members. Stronger group members can become
disillusioned without the benefit of appropriate
recognition. It is important to overcome the problem of
assessing group work. One of the most powerful is the
use of VorteX, a recent development undertaken in
Aberystwyth that provides real time collaboration aimed
specifically at novice programmers offering: remote
collaborative working, individual contribution metrics,
animated replays of the entire group work, and scope
for potentially any group working exercise. VorteX has
been used with great success on a number of first year
projects as demonstrated by the following quote:``I
found the experience both enjoyable and insightful.
Initially I was a little apprehensive at not knowing
who I was working with. What I really found interesting
about the experience was that it was almost like
plugging straight into my colleague's heads, in effect
bypassing or filtering out all the visual ''noise``
associated with day-to-day communication. This
permitted us to operate mainly on an intellectual
level. Working in this way allowed Student-X [a
profoundly deaf student] to interact with us on an
equal footing without the usual communication problems
and physical barriers enabling him to work freely and
express his ideas effortlessly. Significance and
Relevance of the Topic: Many academics share the
opinion that collaborative work is of significant
value. Unfortunately the available methods of
assessment make it hard to use to its full potential.
This demonstration will introduce new ideas that will
make assessment much fairer and less subjective.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Liffick:2004:ATP,
author = "Blaise W. Liffick",
title = "An assistive technology project for an {HCI} course",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "273--273",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008111",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This presentation describes a project for a standard
undergraduate human-computer interaction (HCI) course
that incorporates issues related to users who are
disabled. It is part of the 2-year project
``Integrating Assistive Technology into an
Undergraduate Computer Science Curriculum from an HCI
Approach,'' funded by the National Science
Foundation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sher:2004:SIQ,
author = "David B. Sher",
title = "A simple implementation of a queue with a circularly
linked list",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "274--274",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008112",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This Tips and Techniques sections will demonstrate
that teaching about queues implemented as circularly
linked lists becomes easy when an extra link is used.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gal-Ezer:2004:IBP,
author = "Judith Gal-Ezer and Dvir Lanzberg and Daphna Shahak",
title = "Interesting basic problems for {CS1}",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "275--275",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008113",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we recommend using ``real world''
problems, instead of ``toy problems'', in CS1 to
enhance the students' motivation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gal-Ezer:2004:IU,
author = "Judith Gal-Ezer and Dvir Lanzberg and Daphna Shahak",
title = "Introducing undecidability",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "276--276",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008114",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we suggest introducing undecidability to
students in relatively early stages of their studies,
in a way we used successfully in recent semesters.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Garner:2004:UCR,
author = "Stuart Garner",
title = "The use of a code restructuring tool in the learning
of programming",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "277--277",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008115",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tanaka-Ishii:2004:EWB,
author = "Kumiko Tanaka-Ishii and Kazuhiko Kakehi and Masato
Takeichi",
title = "{EMMA}: a {Web}-based report system for programming
course-automated verification and enhanced feedback",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "278--278",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008116",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Paterson:2004:PDP,
author = "James H. Paterson and John Haddow",
title = "A proposed design patterns extension for the {blueJ
IDE}",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "279--279",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008117",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this tip we describe a proposed extension to the
BlueJ IDE to encapsulate knowledge of patterns in the
IDE and to help students explore them and learn how to
make use of them.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Armoni:2004:RTH,
author = "Michal Armoni",
title = "Reductive thinking: how to teach it?",
journal = j-SIGCSE,
volume = "36",
number = "3",
pages = "280--280",
month = sep,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1026487.1008118",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:09 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Medina:2004:BBB,
author = "Eden Miller Medina",
title = "Beyond the ballot box: computer science education and
social responsibility",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "7--10",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041626",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Medina04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "On 2 November 2004, millions of Americans went to the
polls and cast their vote for the person they felt
would best determine the future of America. Young
people constituted a crucial part of the deciding vote
and many organizations from MTV to the presidential
campaigns made considerable efforts to increase the
political awareness and involvement of this demographic
category, typically characterized as the 18--24
year-old voter. This attentiveness to youth
participation in national politics, albeit commendable,
should not begin and end on Election Day. All citizens
have a responsibility to remain informed of government
actions and to express their approval or disapproval
though public elections, communication with their
elected representatives, or participation in any number
of public forums or community organizations. However,
readers of this magazine have a particular
responsibility as educators of the future generation of
computer and technologically literate citizens.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2004:DCS,
author = "C. Dianne Martin",
title = "Draw a computer scientist",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "11--12",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041628",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Martin04a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Each fall in the first class of the introductory
computer science course I do an opening exercise with
the incoming freshmen students. I give out a short
survey asking for some general demographic information
about them --- gender, age, nationality, and prior
computer experience. Then I ask them to do two things
that have produced some interesting results. First,
they are asked to answer the question, ``what is
computer science?'' The majority of the students answer
the question with a reference to programming. Many say
they really don't know and hope they will find out in
the class. Others mention the study of hardware and
software. A few even use the word algorithm. These
results clearly indicate that our profession is not
doing a good job communicating the diversity and
complexity of our field to the general public and to
high school students in particular.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Williams:2004:SC,
author = "Michael R. Williams",
title = "Survey calculations",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "12--13",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041630",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Williams04a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "One of my passions in life is to try and understand
how we have developed the wonderful calculating ability
we currently possess. Anyone with this hobby will
undoubtedly start by looking back to see how the first
PCs were developed, then progress back to older
``mainframe'' computers, and perhaps even to
pre-computer mechanical devices. If, like me, you are
really bitten with the bug, you will also try and
investigate the much earlier forms of calculation,
perhaps even going back to study Babylonian and
Egyptian methods of arithmetic. I even sat through a
full graduate course in reading Egyptian hieroglyphics
just so I could better appreciate some of the ancient
texts---which says something about how badly I have
been bitten.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2004:SBP,
author = "Tony Clear",
title = "Students becoming political and ``incorrect'' through
agile methods",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "13--15",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041632",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Clear04a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "At the risk of being condemned as a software
engineering heretic, it seems to me that notions of
accuracy and correctness of software have intuitive
appeal, but are difficult if not impossible to achieve
in practice. The search for this chimera of
``correctness'' has misled many highly intelligent and
technically capable developers into the quest for
rigour in design, rather than rigour in requirements.
But what does rigour in requirements mean? If we
believe, with Boehm and colleagues [1] that ``There is
no complete and well defined set of requirements ready
to be discovered in system development'', what then is
the requirements correctness criterion? And furthermore
what is the correctness criterion for an implemented
software system.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gorgone:2004:ISO,
author = "John T. Gorgone",
title = "Information systems and the overview report for
computing curricula 2004",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "15--16",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041634",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Gorgone04a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "My purpose is to inform you of the draft ``Overview
Report'' for Computing Curricula 2004 and Information
Systems (IS) role in it. This draft report is available
for comment. It is the first volume in a computing
compendium, referred to as Computing Curricula. This is
a cooperative project of ACM, AIS, and IEEE-CS. The
``Overview Report'' includes a guide to undergraduate
degrees in computing, including Computer Engineering,
Computer Science (CS2001), Information Systems
(IS2002), Information Technology, and Software
Engineering. The completed or draft report for the
curricula is located at the ACM web site, acm.org.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2004:CRM,
author = "Raymond Lister",
title = "A clandestine religious meeting",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "16--17",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041636",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Lister04a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "A few years ago, I attended a conference in Madison,
Wisconsin. Getting there was a thirteen-hour flight
from Sydney to Los Angeles, a connecting flight to
Chicago, and then a third flight to Madison. At the
conference, I met three fellow Australians who work at
a university about one hour's drive away from mine. I
had not met those Australians before. It seemed silly
to have traveled half-way round the world to meet
people with a common interest, when they live a short
drive away.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCauley:2004:OL,
author = "Ren{\'e}e McCauley",
title = "Outgoing links",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "17--18",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041638",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#McCauley04a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "As all good things come to an end, we have reached the
final Links column. About ten years ago (circa early
1994), we as educators were scrambling to install and
learn to use the tools available for accessing the vast
new information resource --- the internet. There was
already a lot of information out there accessible via
rather esoteric tools like ``archie'' and ``gopher.''
Those early Internet ``scouts'' (``Internet surfing''
was not yet accepted, as the Internet ``wave'' had not
emerged yet) had to work hard to find useful resources
Then, suddenly, there came HTML and Mosaic, which
provided access to all types of hypermedia information,
and made things so much more exciting. [1] Being able
to see graphics juxtaposed with text coming from
computers far, far away was revolutionary. It
revolutionized the way we shared information with
others. (Granted, the ease through which information
was shared, lowered the average quality of the material
available. But still, more and more useful material
became easier and easier to access.)",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2004:AHC,
author = "Henry MacKay Walker",
title = "Academic honesty in the classroom",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "18--19",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041640",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Walker04a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Discussions of academic honesty typically focus on
student responsibilities:o What are effective
approaches to teach students to follow basic rules of
citation, quotation, and paraphrasing?o What mechanisms
should teachers employ to identify potential cases of
plagiarism?o What procedures should classroom or
college establish to investigate suspected cases of
academic dishonesty, maintaining the integrity of
academic work while protecting students' rights for due
process?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2004:ISD,
author = "Robert D. Campbell",
title = "{IT} security and data assurance: a new resource for
two-year colleges",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "20--20",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041642",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Campbell04a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "In my last column, I identified several regional and
national ATE Centers that have been established to
support IT-related curricula. I'd like to continue
exploring these resources, by focusing on one of the
newest ATE Centers, targeting one of the most
significant curriculum areas now confronting IT faculty
in two-year colleges. The ACM Two-Year College
Education Committee has been pleased to work in
conjunction with this Center to expand awareness and
identify resources related to this critical area.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Popyack:2004:BYU,
author = "Jeffrey L. Popyack",
title = "Banner year for {UPE}",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "21--22",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041644",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Popyack04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Greetings! This has been a fabulous year for Upsilon
Pi Epsilon. This year saw an unprecedented number of
new chapters, including our first ever chapter in
Mexico. In addition, UPE reached an all-time high for
student awards distributed in 2003-04, crossing the
\$30,000 mark for the first time.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2004:PP,
author = "Peter B. Henderson",
title = "Penny piles",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "22--24",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041646",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Henderson04a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Given ten pennies, how many different ways can you
create piles on a table, or stacks, with them? Two
obvious answers at each end of the spectrum are one
pile of ten pennies and ten piles of one penny. When
given a problem, students should learn to look for the
obvious and simple first, even if this entails
simplifying the problem to get started or better
understand it. Indeed, getting started is frequently an
impediment for many students. Engage yourself, do
something, anything!",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2004:H,
author = "David Ginat",
title = "Helipad",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "25--26",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041648",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Ginat04b;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "The new challenge in this issue involves processing of
a two-dimensional array. The processing of such a
structure is relevant in various computer science
application, such as geographical applications, image
processing, graphics, and more. The new challenge may
be easily solved inefficiently. The challenge is to
solve it elegantly and efficiently.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2004:N,
author = "Nick Parlante",
title = "Niftiness",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "26--27",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041650",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Parlante04a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Back around March 21 2004, there was a long and
interesting discussion on the SIGCSE list, reflecting
the powerful promise and frustrations of using Java and
OOP in CSI (see
http://listserv.acm.org/archives/sigcse-members.html
and also Bruce Kim's article this issue). For this
column, I would like to use the history of the Nifty
Assignments as a way to look at this complex
situation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bruce:2004:CHT,
author = "Kim B. Bruce",
title = "Controversy on how to teach {CS} 1: a discussion on
the {SIGCSE}-members mailing list",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "29--34",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041652",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Bruce04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "A discussion took place on the SIGCSE mailing list in
late March of 2004 that raised important issues on how
to teach introductory courses using Java. This article
attempts to summarize several of the important points
raised during this discussion, among them whether or
how objects should be taught early or late in a CS 1
course, or indeed, whether object-oriented languages
should be postponed until a second course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bogoyavlenskaya:2004:TNC,
author = "O. Yu. Bogoyavlenskaya",
title = "Teaching networking congestion control",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "35--41",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041653",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Bogoyavlenskaya04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "This paper presents main stages of networking
congestion control development including initial early
motivations, modern state-of-the-art, and open
problems. These stages form basis for teaching
strategies. The paper provides several illustrative
examples, which help to understand present state of
congestion control using common experience of a person.
The nature of the network congestion and the role of
the network protocols in its control are discussed.
Special attention is point at feedback between
congestion control and performance. Performance issues
are also carefully examined. Performance of the
networking congestion control is studied by two modern
alternative approaches. One of them belongs to
author.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Merritt:2004:DPD,
author = "Susan M. Merritt and Allen Stix and Judith E. Sullivan
and Fred Grossman and Charles C. Tappert and David A.
Sachs",
title = "Developing a professional doctorate in computing: a
fifth-year assessment",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "42--46",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041654",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#MerrittSSGTS04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Pace University's Doctor of Professional Studies in
Computing program, a fusion of academic and
professional cultures, started as a venture into
largely uncharted educational territory. One part of
the mission was, and remains, a one hundred percent
student retention rate, with each student successfully
defending a dissertation with original research in
three years. Yet, throughout, the students retain
full-time employment as high-level computing and IT
professionals. Another part of the mission is to
provide breadth and currency across the computing
disciplines (specifically, computer science,
information systems, and telecommunications) as well as
depth in annually selected areas of emerging
technology. This is in a context in which entering
students have master's degrees and generally at least
five years of professional experience in diverse
computing-related areas and therefore lack a common
foundational background. As a new program at the
University and in the country, penetrating assessments
have been conducted each semester. This report
describes the assessments, the anticipated and
unanticipated challenges, and the steps that have made
the evolutionary development of this program
successful.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hazzan:2004:PCS,
author = "Orit Hazzan and Tami Lapidot",
title = "The practicum in computer science education: bridging
gaps between theoretical knowledge and actual
performance",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "47--51",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041655",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#HazzanL04a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "This article focuses on the practicum, one of the more
important parts of computer science teacher
preparation. During this stage, the prospective
teachers practice the teaching of computer science in a
high school setting before becoming actual computer
science teachers. The practicum is highlighted in this
article from three angles: the prospective teacher's
perspective, the MTCS course perspective and the
university mentor's perspective. For each perspective
we illustrate the importance of the practicum by
explaining how it bridges a specific gap. These gaps
are illustrated by two examples that focus on content
and pedagogical aspects of computer science
education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Canning:2004:RTC,
author = "James Canning and William Moloney and Ali Rafieymehr
and Demetrio Rey",
title = "Reading types in {C} using the right left walk
method",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "52--54",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041656",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#CanningMRR04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "We describe a technique for beginning students to read
and verbalize a declarator in the C programming
language. Once learned, students will be able to easily
state the type of an object without hesitation. It is
suggested that this technique be taught to students
during the first week of an introductory C programming
course. Getting students to correctly read and
verbalize types hastens their learning of the language
and supports necessary discussion of a program's
translation and execution environments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boyer:2004:IIT,
author = "Truman Parks Boyer and Mohsen Chitsaz",
title = "{ICETM} and {ICE\slash TTM}: tools to assist in
compiler design and implementation",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "55--57",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041657",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#BoyerC04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "ICE (Intermediate Code Engine) and ICE/T
(ICE/Translator) are compiler back ends that execute on
a Java Virtual Machine (JVM). They allow the student to
complete a working compiler quickly and can execute on
any platform that supplies a JVM. ICE is a quadruple
interpreter that executes ICE code directly, and
includes an assembler, which a builder can use to
side-step most symbol management issues. ICE/T is a
translator that accepts ICE assembly code as input, and
generates an equivalent Java class file as output. This
paper advocates the use of these tools in compiler
implementation courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Matos:2004:SBD,
author = "Victor Matos and Becky Grasser",
title = "{SQL}-based discovery of exact and approximate
functional dependencies",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "58--63",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041658",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#MatosG04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Students in a typical database course are introduced
to theoretical design from a functional dependency
standpoint. Functional dependencies are rules of the
form X-{$>$Y}, where X and Y are attributes of a
relation r(R). Those rules express the potential
one-to-one, and many-to-one relationships among the
attributes of R. Unfortunately finding the non-trivial
rules X-{$>$Y} from an existing arbitrary relation is a
hard problem. We present an extension of the SQL-based
algorithm of Bell and Brockhausen [1] to explore a
relation and find its exact and approximate functional
dependencies. We use the g3 measure of Kivinen and
Mannila to express the degree of approximation of a
dependency. This application could be used either as an
example or a project in an advanced database course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{LeBlanc:2004:BCC,
author = "Mark D. LeBlanc and Betsey D. Dyer",
title = "Bioinformatics and computing curricula 2001: why
computer science is well positioned in a post-genomic
world",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "64--68",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041659",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#LeBlancD04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "In this paper, we argue that computer science as a
discipline is well-positioned to produce significant
players in the growing interdisciplinary field of
bioinformatics. We estimate that our own recent
research in genomics with undergraduates intersected
with 10 of the 14 Knowledge Focus Groups (KFG) and used
content from 45\% of the core topics found in the new
computing curriculum standards (CC2001). The strong
mapping between the needs of the bioinformatics
community and the core topics in computer science
serves as an open invitation for faculty to develop
bioinformatics-related course materials for their own
courses and areas of expertise.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2004:ECP,
author = "Gary N. Walker",
title = "Experimentation in the computer programming lab",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "69--72",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041660",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Walker04b;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Applying active learning exercises to supplement
passive learning activities such as lecture achieves
positive educational results. The use of laboratory
experiments as employed in the natural sciences
transfers well to the computer science laboratory.
Application of laboratory experiments that promote
experimentation, provide for drill and practice, and
reinforce inter- and extra-classroom efforts results in
positive educational outcomes, student attitudes, and
teacher attitudes. Exercises targeted to all six levels
of learning abstraction in Bloom's taxonomy can be
incorporated into the laboratory experiment model.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wenderholm:2004:CES,
author = "Elaine Wenderholm",
title = "Challenges and the elements of success in
undergraduate research",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "73--75",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041661",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Wenderholm04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Faculty are often hesitant to undertake undergraduate
research projects since they often ask themselves
whether undergraduates have sufficient training and
knowledge to conduct research. Additionally faculty
researchers may not have experience in project planning
and management. This paper suggests effective
strategies for success, based upon my experience
directing a four-year research project.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hamelin:2004:SWD,
author = "Denis Hamelin",
title = "Searching the {Web} to develop inquiry and
collaborative skills",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "76--79",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041662",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Hamelin04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Learning how to search for information on the Web is a
process both of technique and intuition. Although the
former can be taught, the latter must be experienced.
The exercise called the treasure hunt consisted of
questions that were to be answered using the Web search
engines. Questions were on geography, popular culture,
art, history, science, technology and current events.
This exercise aimed to help students to develop their
own investigating senses while assimilating computer
techniques and acquiring general knowledge. This paper
presents the results of an experiment that used an
assignment involving collaborative and inquiry
processes to acquire efficient heuristics to search the
Web.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{OCinneide:2004:PBA,
author = "Mel {{\'O} Cinn{\'e}ide} and Richard Tynan",
title = "A problem-based approach to teaching design patterns",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "80--82",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041663",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#CinneideT04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "The traditional lecture-based approach to course
delivery is particularly inappropriate in teaching
design patterns effectively. In this paper, we describe
our efforts to develop a problem-based approach to the
introduction of design patterns in the undergraduate
curriculum. Our principal contribution is the
development of a set of pattern exercises that enables
students to experiment with patterns and to see clearly
the advantages accrued by using patterns.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rolfe:2004:APB,
author = "Timothy J. Rolfe and Paul W. Purdom",
title = "An alternative problem for backtracking and bounding",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "83--84",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041664",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#RolfeP04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "One of the programming problems in the 2002 Pacific
Northwest regional ACM ICPC contest provides a new way
to teach backtracking and also provides a very powerful
example of a forward-looking bounding function. This
article presents the problem, the bounding function,
and timing information of implementations with and
without the bounding function. It also provides the URL
for access to the programs themselves.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hayat:2004:CSE,
author = "Khawaja Amer Hayat and Umar Waqar Anis and S.
Tauseef-ur-Rehman",
title = "Cryptanalysis of some encryption\slash cipher schemes
using related key attack",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "85--87",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041665",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "{NOTE FROM ACM}: It has been determined that the
authors of this article plagiarized the contents from a
previously published paper. Therefore {ACM} has shut
off access to this paper.",
abstract = "NOTE FROM ACM: It has been determined that the authors
of this article plagiarized the contents from a
previously published paper. Therefore ACM has shut off
access to this paper. To see the paper that was
plagiarized, click here Additional Links The citation
in ACM's Guide to Computing Literature, click here The
available link from Springer, click here For further
information, contact the ACM Director of
Publications.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jacobson:2004:ITE,
author = "Norman Jacobson and Alex Thornton",
title = "It is Time to Emphasize {ArrayLists} over {Arrays} in
{Java}-based First Programming Courses",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "88--92",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041666",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#JacobsonT04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "The array is typically the first aggregate collection
taught in first programming courses. Arrays are
commonly introduced as a way to implement
variable-sized lists, despite their fixed size and, in
first courses using Java, the availability of the
ArrayList class, which represents variable-sized lists
directly. It appears the array has been used mainly
because of ArrayList's limitations. However, with the
recent release of Java 5.0, the ArrayList structure now
has properties that make it the better structure for
representing contiguous lists, both conceptually and in
terms of implementation. We argue that it is the list
structure that should be introduced first, and the one
emphasized, in a Java-based first course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pillay:2004:FCG,
author = "Nelishia Pillay",
title = "A first course in genetic programming",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "93--96",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041667",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Pillay04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Genetic programming is a machine learning technique
introduced in the early nineties. Since its inception
research into the applications of genetic programming
and methodologies for overcoming the limitations of the
technique has grown. This paper proposes a first course
in genetic programming at the postgraduate level. The
paper examines the objectives and outcomes, teaching
strategies and assessment methods for such a course.
The results of an evaluation of the course is also
presented. Future improvements that will be made to the
course are discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nair:2004:CDS,
author = "Achuth Sankar S. Nair and T. Mahalakshmi",
title = "Conceptualizing data structures: a pedagogic
approach",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "97--100",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041668",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#NairM04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "This paper discusses a pedagogical approach to
conceptualizing data structures. Currently there
appears to be a need for consistent, logical, and
extensible visual representation for conceptualizing
data structures. A very simple graphic representation
of memory is shown to be highly useful in
conceptualizing data structures and in introducing
pointers. It is also pointed out that the model could
be translated into a multimedia equivalent where
additional pedagogic advantages can be derived.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rountree:2004:IFP,
author = "Nathan Rountree and Janet Rountree and Anthony Robins
and Robert Hannah",
title = "Interacting factors that predict success and failure
in a {CS1} course",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "101--104",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041669",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#RountreeRRH04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "The factors that contribute to success and failure in
introductory programming courses continue to be a topic
of lively debate, with recent conference panels and
papers devoted to the subject (e.g., Rountree et al.
2004, Ventura et al., 2004, Gal-Ezer et al., 2003).
Most work in this area has concentrated on the ability
of single factors (e.g., gender, math background, etc.)
to predict success, with the exception of Wilson et al.
(2001), which used a general linear model to gauge the
effect of combined factors. In Rountree et al. (2002)
we presented the results of a survey of our
introductory programming class that considered factors
(such as student expectations of success, among other
things) in isolation. In this paper, we reassess the
data from that survey by using a decision tree
classifier to identify combinations of factors that
interact to predict success or failure more strongly
than single, isolated factors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mason:2004:TAS,
author = "John Mason",
title = "Teaching by analogy: the switch statement",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "105--107",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041670",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Mason04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "Many beginning programming students have difficulty
mastering the C++/Java concept of the switch statement.
This paper provides a classroom tested analogy that
allows students to map a ``real world'' concept that
they already understand to the switch statement, thus
making comprehension much easier.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shumba:2004:TME,
author = "Rose Shumba",
title = "Towards a more effective way of teaching a
cybersecurity basics course",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "108--111",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041671",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Shumba04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "The Cybersecurity Basics course is an
interdisciplinary course for the Criminology,
Management Information Systems and Computer Science
students at IUP. The course introduces computer
security by focusing on host security. This paper
describes laboratory exercises developed as part of a
project to augment and improve on the teaching of the
Cybersecurity Basics course. Nine Linux-based
laboratory exercises were developed. A poster paper,
based on the developed laboratory exercises was
presented at the SIGSCE Symposium [5]. The developed
lab exercises are being pilot tested in the
Cybersecurity Basics course at IUP.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2004:MNS,
author = "Raymond Lister and Elizabeth S. Adams and Sue
Fitzgerald and William Fone and John Hamer and Morten
Lindholm and Robert McCartney and Jan Erik Mostr{\"o}m
and Kate Sanders and Otto Sepp{\"a}l{\"a} and Beth
Simon and Lynda Thomas",
title = "A multi-national study of reading and tracing skills
in novice programmers",
journal = j-SIGCSE,
volume = "36",
number = "4",
pages = "119--150",
month = dec,
year = "2004",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1041624.1041673",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:12 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#ListerAFFHLMMSSST04;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib",
abstract = "A study by a ITiCSE 2001 working group (``the
McCracken Group'') established that many students do
not know how to program at the conclusion of their
introductory courses. A popular explanation for this
incapacity is that the students lack the ability to
problem-solve. That is, they lack the ability to take a
problem description, decompose it into sub-problems and
implement them, then assemble the pieces into a
complete solution. An alternative explanation is that
many students have a fragile grasp of both basic
programming principles and the ability to
systematically carry out routine programming tasks,
such as tracing (or ``desk checking'') through code.
This ITiCSE 2004 working group studied the alternative
explanation, by testing students from seven countries,
in two ways. First, students were tested on their
ability to predict the outcome of executing a short
piece of code. Second, students were tested on their
ability, when given the desired function of short piece
of near-complete code, to select the correct completion
of the code from a small set of possibilities. Many
students were weak at these tasks, especially the
latter task, suggesting that such students have a
fragile grasp of skills that are a prerequisite for
problem-solving.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bruce:2005:UAM,
author = "Kim B. Bruce",
title = "Using abstractions to make concepts concrete",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "1--1",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047347",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "As instructors we work hard at teaching our students
why and how to create appropriate abstractions in order
to simplify program design and implementation.
Interestingly, we sometimes neglect to take advantage
of the fact that we can also use abstractions to
benefit teaching and learning. In this talk I'll
present some examples of useful abstractions that can
make computer science concepts more concrete for
novices. I'll also discuss the importance of
understanding and using languages that provide support
for creating abstractions in developing software.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{More:2005:BXI,
author = "Sara Miner More and Tim Pevzner and Alin Deutsch and
Scott Baden and Paul Kube",
title = "Building an {XQuery} interpreter in a compiler
construction course",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "2--6",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047363",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "For two years, we have been teaching a quarter-long
compiler construction course where students implement
an interpreter for a variant of the XML query language
XQuery. Our goal is to motivate students' interest in
the course by exposing them to an interesting and
powerful new language which they see as relevant to
potential future experiences. In this paper, we first
explain the workings of the course itself, and then
describe some pedagogically interesting variants of the
XQuery language. We close with a discussion of
challenges faced and conclusions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henry:2005:TCC,
author = "Tyson R. Henry",
title = "Teaching compiler construction using a domain specific
language",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "7--11",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047364",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Building a compiler for a domain specific language (a
language designed for a specific problem domain) can
engage students more than traditional compiler course
projects. Most students feel that compiler courses are
irrelevant because they are not likely to get a job
writing compilers[2]. However, the technologies used to
construct a compiler are widely applicable [2,5]. Using
a domain specific language demonstrates to students the
wide applicability of compiler construction techniques.
This paper presents the results of using a domain
specific language in an upper division compiler
course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{White:2005:HSU,
author = "Elizabeth White and Ranjan Sen and Nina Stewart",
title = "Hide and show: using real compiler code for teaching",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "12--16",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047365",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we present a novel approach that
enables students in graduate compiler courses to
examine and experiment with a real compiler without
becoming overwhelmed by complexity. The key to the idea
is the use of a debugger directly on a compiler during
the compilation process. By providing instructions on
breakpoints and variables of interest, the student is
only shown the relevant portions of the compiler; the
rest is hidden. We describe our strategy of using
exercise sessions targeted toward illustration of core
compiler concepts such as lexical analysis, parsing and
code generation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cohen:2005:AIC,
author = "Robert F. Cohen and Alexander V. Fairley and David
Gerry and Gustavo R. Lima",
title = "Accessibility in introductory computer science",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "17--21",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047367",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes our efforts to integrate software
accessibility into the CS1 curriculum. Accessibility is
an important aspect of modern software systems for both
legal and ethical reasons. The acceptance of Java as
language for CS1 gives us the opportunity to teach
accessibility from the beginning, since Java
Accessibility is simple and integrated into Swing
components. We present simple guidelines on how to
incorporate Accessibility into a Java based CS1, and
describe programming projects that incorporate
accessibility.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Harrison:2005:OEW,
author = "Susan M. Harrison",
title = "Opening the eyes of those who can see to the world of
those who can't: a case study",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "22--26",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047368",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "While some web page or user interface design courses
include a lecture or two highlighting issues related to
users with visual impairments, it is rare that such
courses make this a recurring theme. This paper
describes how a web page design course weaves the idea
of designing for screen reader users throughout the
entire course with minor changes to the standard
curriculum of the course. Included are examples of how
the eyes of the students are opened to the world of
blind users, to the requirements of the law, to the
code to make pages accessible, and to ways to test
accessibility.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Egan:2005:SAS,
author = "Mary Anne L. Egan",
title = "Students with {Asperger}'s syndrome in the {CS}
classroom",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "27--30",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047369",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "More students with Asperger's Syndrome are entering
higher education and a majority of these students are
choosing a computer science curriculum. With an
increasing number of students with disabilities in the
classroom, it is important to understand the particular
aspects of a disability that will affect classroom
situations. This paper presents common characteristics
of students with Asperger's Syndrome and offers
techniques that will maximize the student's educational
experience and minimize disturbance to other
students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pastel:2005:ISR,
author = "Robert Pastel",
title = "Integrating science and research in a {HCI} design
course",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "31--35",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047371",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Undergraduate computer science students have few
opportunities to experience scientific investigation
and computer science research. A human-computer
interaction (HCI) course can offer many opportunities
for research that are accessible to undergraduate
students, and because of the similarity between the
design and research processes, a design project based
HCI course is particularly suited to introducing
undergraduate computer science students to the research
process. In this paper, we describe and discuss the
challenges of integrating research projects into a
design HCI course. We also present example research
projects and discuss the feedback form students
attending the course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hansen:2005:IJP,
author = "Stuart A. Hansen",
editor = "Wanda Dann and Thomas L. Naps and Paul T. Tymann and
Doug Baldwin",
title = "Interpreting {Java} Program Runtimes",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "36--40",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047372;
https://doi.org/10.1145/1047344.1047372",
ISBN = "1-58113-997-7",
ISBN-13 = "978-1-58113-997-6",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2005.html#Hansen05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Many instructors use program runtimes to illustrate
and reinforce algorithm complexity concepts. Hardware,
operating systems and compilers all influence the
runtimes, but generally not to the extent of making the
data difficult to interpret. The Java virtual machine
adds an additional layer of software, making it much
harder to see the relationship between the runtimes and
the underlying algorithm. This paper presents some of
the basic issues the author and his students have
encountered when analyzing Java program runtimes and
briefly discusses strategies to address them.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Braught:2005:TES,
author = "Grant Braught",
title = "Teaching empirical skills and concepts in computer
science using random walks",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "41--45",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047373",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An argument is made for integrating the study of
empirical skills and concepts into the computer science
curriculum. With reference to past work an incremental
approach is advocated for the study of these skills and
concepts. A unique assignment that exemplifies the
advocated approach is presented. This assignment, based
on the study of random walks, is intended to introduce
empirical investigation as early as is possible, during
the first week of the first course. Two extensions to
this assignment, one for the first course and one for a
programming languages course, are discussed and used to
illustrate the advocated incremental approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roberts:2005:AJT,
author = "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",
editor = "Wanda Dann and Thomas L. Naps and Paul T. Tymann and
Doug Baldwin",
title = "The {ACM Java Task Force}: Status Report",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "46--47",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047344.1047348;
https://doi.org/10.1145/1047124.1047348",
ISBN = "1-58113-997-7",
ISBN-13 = "978-1-58113-997-6",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2005.html#RobertsBCCGKRTUY05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "SIGCSE 2004 marked the official announcement of the
ACM Java Task Force, which is working to develop a
stable collection of pedagogical resources that will
make it easier to teach Java to first-year computing
students. The Java Task Force has received funding from
the ACM Education Board, the SIGCSE Special Projects
Fund, and the National Science Foundation (NSF Award
DUE-0411905). This session offers an update on the work
of the Java Task Force over the past year and provides
an opportunity for community feedback prior to the
publication of the final report in June 2005.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Marlowe:2005:DPD,
author = "Thomas J. Marlowe and Cyril S. Ku and James W.
Benham",
title = "Design patterns for database pedagogy: a proposal",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "48--52",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047375",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Courses in Relational Databases largely use a
domain-specific design approach different from that
used in the rest of the curriculum. Use of the Unified
Process, UML, and Design Patterns as a pedagogical
approach for Databases can leverage previous student
experience with design, make knowledge from Database
courses more immediately relevant elsewhere, and create
greater continuity across the curriculum. This approach
allows issues in logical design and in implementation
to be more easily connected with similar concerns in
other courses (for example, Software Engineering), and
supports greater and easier transfer of design between
Relational and Object-Oriented Databases, and between
databases and embedding applications.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dietrich:2005:EXD,
author = "Suzanne W. Dietrich and Susan D. Urban and Hua Ma and
Yang Xiao and Shama Patel",
title = "Exploring {XML} for data exchange in the context of an
undergraduate database curriculum",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "53--57",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047376",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The relationship between XML and database management
systems has become an important topic for coverage at
the undergraduate level. This paper presents an
approach to teaching the use of XML through the study
of data exchange. After a brief review of XML, the
paper provides a tutorial on the different features
that are provided in major relational database products
for the import and export of XML, providing a
discussion of how these features can be used as
implementation exercises for students. In addition to
addressing the use of XML for data exchange in
relational systems, the paper also provides an overview
of several teaching tools that are also used in the
study of XML for object-oriented data and also for the
exchange of object-oriented and object-relational
data.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kenny:2005:ATD,
author = "Claire Kenny and Claus Pahl",
title = "Automated tutoring for a database skills training
environment",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "58--62",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047377",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Universities are increasingly offering courses online.
Feedback, assessment, and guidance are important
features of this online courseware. Together, in the
absence of a human tutor, they aid the student in the
learning process. We present a programming training
environment for a database course. It aims to offer a
substitute for classroom based learning by providing
synchronous automated feedback to the student, along
with guidance based on a personalized assessment. The
automated tutoring system should promote procedural
knowledge acquisition and skills training. An automated
tutoring feature is an integral part of this tutoring
system.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Zur:2005:CWE,
author = "Ela Zur and Lilly Irani and Lecia Barker and Mark
Guzdial",
title = "Contrasting women's experiences in computer science at
different institutions",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "63--64",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047379",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The SIGCSE community has produced much analysis of the
dynamics causing women to choose Computer Science in
disproportionately low numbers. In truth, we have
learned that the factors are complex and contextual.
This panel presents dynamics affecting women in four
different institutions and explores the possibilities
for common solutions to unique contextual problems. In
the last five years, there has been extensive attention
paid to the gender-gap in computer science courses
(e.g., [1, 5]). Women are not succeeding in our
introductory computer science courses, nor are they
continuing in the curriculum, at the same rate as men.
The reasons why have much to do with the context of
individual courses, which can differ markedly between
institutions. This panel explores how markedly
different institutions can have similar outcomes, and
how there may be some cross-institutional contextual
issues that we might address. We will begin presenting
an analysis of the results found in one university
regarding the success of women in CS. Then we will
present how classroom climate and the way CS is
sometimes taught can lead to negative experience of
studying CS at a different institution. We will suggest
that interventions are necessary while students are
building images of CS. We will end by presenting such
an intervention that changes the classic CS1 course,
and leads to changing the focus of what we're
teaching.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2005:SOA,
author = "Lillian (Boots) Cassel and Russell Shackelford and
Robert H. Sloan",
title = "A synthesis and ontology of all of computing",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "65--66",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047349",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In recent years, the discipline of computing has
matured to the point of having distinct sub elements,
each of which is developing curriculum recommendations,
accreditation criteria, conferences, professional
societies and publications. In particular, five
distinct curriculum projects range in status from
completed some time ago Computing Curricula 2001:
Computer Science (CS-2001)[4] and IS 2002 Model
Curriculum and Guidelines for Undergraduate Degree
Programs in Information Systems (IS-2002) [1], through
almost completed as of the writing of this special
session proposal, and very likely to be published by
the time of SIGCSE 2005 Computing Curricula 2004:
Software Engineering [2] and Computing Curricula:
Computer Engineering [5] to one that will likely be
finished in late 2005 or early 2006 Computing
Curricula: Information Technology. More broadly, recent
work in the UK to identify the variety of computing
related programs currently offered in British
universities identified 2,400 distinct program names
[3]. We are making an interim report on, and seeking
input into, a project to keep the family of computing
related disciplines together. This project is partially
funded by the National Science Foundation (NSF grant
0338546, Special Project: All in the Family: A unified
representation of the computing and information related
disciplines), and is being run by a joint task force
from several professional societies, with ACM taking
the lead. Very roughly, the goals of the project are to
provide a synthesis of all that is computing, and
various ways of organizing and visualizing that
synthesis. This project began in late 2003, and got
started in earnest in early 2004. We anticipate
completing the work late in 2005 or early in 2006. Thus
SIGCSE 2005 is the perfect time for us both to report
on our work to date, and to get valuable feedback from
the community.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Elsharnouby:2005:USJ,
author = "T. Elsharnouby and A. U. Shankar",
title = "Using {SeSF Java} in Teaching Introductory Network
Courses",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "67--71",
month = mar,
year = "2005",
CODEN = "SIGSD3",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
bibdate = "Tue Apr 26 10:50:23 MDT 2005",
bibsource = "https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Elsharnouby:2005:UST,
author = "Tamer Elsharnouby and A. Udaya Shankar",
title = "Using {SeSFJava} in teaching introductory network
courses",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "67--71",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047381",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Networking course projects are usually described by an
informal specification and a collection of test cases.
Students often misunderstand the specification or
oversimplify it to fit just the test cases. Using
formal methods eliminates these misunderstandings and
allows the students to test their projects thoroughly,
but at the expense of learning a new language. SeSF
(Services and Systems Framework) is one way to overcome
this obstacle. In SeSF, both implementations and
services are defined by programs in conventional
languages, thereby, eliminating the need to teach the
students a new language. SeSF is a markup language that
can be integrated with any conventional language. The
integration of SeSF and Java is called SeSFJava.
SeSFJava provides a technique to mechanically test
whether student projects conform to their corresponding
specifications, thereby, providing the instructors with
a technique for semi-automated grading. We present a
four-phase transport protocol project, and describe how
SeSFJava is used in specifying, testing and grading the
different phases of this project. The use of SeSF
significantly (1) increased the percentage of students
who completed the projects, (2) reduced their email
queries about the specification, and (3) reduced the
grading time.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Modak:2005:PBD,
author = "Vishal D. Modak and David D. Langan and Thomas F.
Hain",
title = "A pattern-based development tool for mobile agents",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "72--75",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047382",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Mobile agents are a technology that is applicable in
several courses. However, the development of
applications using mobile agents can be difficult and
time-consuming for students. To address this problem, a
tool called Mobile Agent Development Environment (MADE)
is presented. MADE facilitates the rapid creation of
mobile agent based applications through a pattern-based
code generating wizard. MADE organizes and offers the
creation of mobile agents based on their
characteristics and behavior. MADE is based on the IBM
Aglets API. MADE also offers easy-to-use plug-ins for
course specific domains such as database and
networking. Initial testing has shown that 55\% of the
code needed for simple applications can be generated
quickly and automatically using the described tool.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Casado:2005:VNS,
author = "Martin Casado and Nick McKeown",
title = "The virtual network system",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "76--80",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047383",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The goal of our work is to give students a hands-on
experience designing, deploying and debugging parts of
the Internet infrastructure, such as an Internet router
that routes real network traffic, or a security
firewall. To do so normally requires that the students
have access to snoop and generate raw network traffic,
which is a risk to privacy and security. And it
normally requires each student to have a dedicated
computer, and to modify the kernel. The Virtual Network
System (VNS) is a teaching tool designed for
undergraduate and graduate networking courses. With
VNS, each student can build a router (or any
packet-processing device) in user-space, in their own
private, protected topology, and process real Internet
traffic. VNS has been used by over 500 students at
Stanford and remotely from other universities. This
paper describes the VNS tool, and our experiences using
it in the classroom.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Combs:2005:CSP,
author = "William Combs and Robert Hawkins and Thomas Pore and
Arik Schechet and Tim Wahls and Louis Ziantz",
title = "The course scheduling problem as a source of student
projects",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "81--85",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047385",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The course scheduling problem is simple to understand,
yet complex enough to admit a wide range of solutions
at varying levels of difficulty in implementation. In
this work, we outline four types of student projects
based on this problem, discuss how these projects can
be approached and how they might integrate into a
computer science curriculum, and describe two example
projects that we have used.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walden:2005:RTI,
author = "James Walden",
title = "A real-time information warfare exercise on a virtual
network",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "86--90",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047386",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Information warfare exercises, such as ``Capture the
Flag,'' serve as a capstone experience for a computer
security class, giving students the opportunity to
apply and integrate the security skills they learned
during the class. However, many information security
classes don't offer such exercises, because they can be
difficult, expensive, time-consuming, and risky to
organize and implement. This paper describes a
real-time ``Capture the Flag'' exercise, implemented
using a virtual network with free, open-source software
to reduce the risk and effort of conducting such an
exercise.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parberry:2005:EID,
author = "Ian Parberry and Timothy Roden and Max B. Kazemzadeh",
title = "Experience with an industry-driven capstone course on
game programming: extended abstract",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "91--95",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047387",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Game programming classes have been offered at the
University of North Texas continuously since 1993. The
classes are project based, and feature collaborative
coursework with art majors in UNT's School of Visual
Arts. We discuss the design that enables them to
simultaneously provide both training for students
intending employment in the game industry, and a
capstone experience for general computer science
undergraduates.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Null:2005:CIM,
author = "Linda Null and Karishma Rao",
title = "{CAMERA}: introducing memory concepts via
visualization",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "96--100",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047389",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "CAMERA, Cache and Memory Resource Allocation, is a
collection of workbenches for cache mapping schemes
(including direct, fully associative, and set
associative) and virtual memory (including paging and
TLBs). Its goals are to provide users with interactive
tutorials and simulations to help them better
understand the fundamental concepts of memory
management. Implemented in Java Swing, these
workbenches allow users to observe the processes of
memory to cache mapping, and virtual memory using
paging. The workbenches have proven useful in both
introductory architecture classes and operating system
classes. Students find CAMERA easy to use, even without
the supplied user's guide. In the paper, we compare
CAMERA to various existing systems and explore the
software's features in detail in addition to discussing
future enhancements.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yehezkel:2005:CAM,
author = "Cecile Yehezkel and Mordechai Ben-Ari and Tommy
Dreyfus",
title = "Computer architecture and mental models",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "101--105",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047390",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The EasyCPU visualization environment was developed
for teaching computer architecture to novice students
of computer science. During the development, the
process of choosing the appropriate conceptual model of
the computer for the visualization motivated research
on the mental models that arise in the students as they
learn. These mental models come from attempts by the
students to make sense of the conceptual models
presented to them by the software tool and their
learning materials (textbook and exercises). The
research findings support the view that the
visualization was critical in enabling the construction
of a viable mental model, a process that did not occur
from textbook learning alone, because for the majority
of students, their mental models were based upon their
end-user experience rather than on the theoretical
learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Zilles:2005:SEP,
author = "Craig Zilles",
title = "{SPIMbot}: an engaging, problem-based approach to
teaching assembly language programming",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "106--110",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047391",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes SPIMbot, an extension to James
Larus's widely-used MIPS simulator SPIM, that allows
virtual robots to be controlled by writing programs in
the MIPS assembly language. SPIMbot was written to
provide an engaging environment to motivate students to
learn assembly language concepts. The SPIMbot tool
allows the development of scenarios---in which students
must program the robot to perform certain tasks---and
provides the means to compete two robots against each
other. In our sophomore/junior-level class, we
structure the programming component as a collection of
structured assignments that produce sub-components for
the robot; these sub-components are then used in a
final open-ended programming assignment to produce an
entry for a SPIMbot tournament. In our experience, this
has been an effective means of engaging students, with
many students investing time to aggressively optimize
their implementations. SPIMbot has been effectively
used in large classes and its source code is freely
available [7].",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bhagyavati:2005:UAD,
author = "Bhagyavati and Stan Kurkovsky and Christopher C.
Whitehead",
title = "Using asynchronous discussions to enhance student
participation in {CS} courses",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "111--115",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047393",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "As Computer Science (CS) educators, we are involved in
teaching a variety of undergraduate and graduate
courses such as database management systems,
networking, software development and web development
courses. In addition to the traditional classroom
environment, we use online and blended teaching methods
to enhance student participation and improve the
achievement of learning objectives. Typical online
supplements to classroom instruction include posting
homework, links to external resources, lecture notes
and exams online. Asynchronous discussions and
synchronous chat sessions provide additional forums
outside the classroom for strengthening interaction and
enriching the learning experience for students. This
paper focuses on how asynchronous discussions can be
used to enhance student participation in CS courses;
increased participation leads to learning
effectiveness, rich involvement with the course
content, and student satisfaction.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wilkerson:2005:UPI,
author = "Michelle Wilkerson and William G. Griswold and Beth
Simon",
title = "Ubiquitous presenter: increasing student access and
control in a digital lecturing environment",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "116--120",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047394",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The University of Washington's Classroom Presenter
lecturing system enables an active lecturing
environment by combining a standard electronic slide
presentation format with the capability for
extemporaneous ink annotations by instructors and
students using Tablet PCs. Thus, it can promote more
interactive, student-centered learning. While many
students may own laptops, few are yet Tablet devices.
Also, Presenter uses multicast networking, which has
availability and reliability issues. Ubiquitous
Presenter (UP) expands Presenter via common web
technologies to support non-Tablet audiences and
enhance student control. UP enables students, using
internet web browsers, to (a) synchronously or
asynchronously view the slides and ink that are
broadcast by the instructor, as well as (b) provide
contextual submissions via text overlaid on the
instructor's slides. The only compromises are that
non-Tablet students cannot produce ink, and that
professor ink is provided after a small time delay.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hannon:2005:RCE,
author = "Charles Hannon and Manfred Huber and Lisa Burnell",
title = "Research to classroom: experiences from a
multi-institutional course in smart home technologies",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "121--125",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047395",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Bringing the excitement and challenges of active
research into the classroom offers unique learning
experiences. This is particularly true for
undergraduate students not otherwise exposed to the
processes, methods, and results of research. Designing
and delivering such a course, however, presents many
challenges. In this article, we describe our recent
experience co-teaching a multi-institutional course in
smart home technologies. From our experience and
analysis of student evaluations, we offer a number of
lessons learned and recommendations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hazzan:2005:UHC,
author = "Orit Hazzan and John Impagliazzo and Raymond Lister
and Shimon Schocken",
title = "Using history of computing to address problems and
opportunities",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "126--127",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047397",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cunningham:2005:VEN,
author = "Steve Cunningham",
title = "The voice of experience: national science foundation
funded projects",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "128--129",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047350",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The National Science Foundation wants STEM faculty to
be able to develop projects that will succeed in
attracting funding from NSF programs. For the SIGCSE
Symposium audience, this probably means being
successful in being funded from the CCLI program. This
special session gives attendees the opportunity to
learn from those who have built successful CCLI-funded
projects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bergin:2005:ADC,
author = "Joseph Bergin and Clifton Kussmaul and Thomas
Reichlmayr and James Caristi and Gary Pollice",
title = "Agile development in computer science education:
practices and prognosis",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "130--131",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047351",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Agile approaches to software development share a
particular set of values [2,4]: Individuals and
interactions over processes and tools. Working software
over comprehensive documentation. Customer
collaboration over contract negotiation. Responding to
change over following a plan. Many agile methodologies
were developed in response to so-called disciplined
methodologies that emphasize detailed documentation and
formal processes, and that are often associated with
ISO compliance or the CMM. However, there is growing
recognition that both agile and disciplined approaches
have advantages, and that often a combination can be
very effective [1].Many faculty are exploring and
experimenting with ways to integrate agile concepts and
practices into academic programs in areas such as
computer science, software engineering, and information
systems. This special session will help us work
together in agile ways to better understand the
importance and role(s) of agile concepts and practices,
successful ways to incorporate them in academic
settings, potential pitfalls, and key questions that
should be explored further. We want to gather input
from a wide range of people in different
sub-disciplines and programs. We will begin with a very
brief overview of agile concepts and practices,
followed by brief statements from each of the five
speakers, to give other participants a sense of the
range of possibilities (25 min). Next, we will poll
participants to identify a set of topics within agility
that they want to discuss further (5 min). Participants
will then gather into subgroups for each topic, and
each subgroup will identify best practices, interesting
ideas, and open questions for that topic (30-35 min).
Each subgroup will then give a brief report to the
entire group, and we will conclude with a few minutes
of general discussion (10-15 min).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Way:2005:CBF,
author = "Thomas P. Way",
title = "A company-based framework for a software engineering
course",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "132--136",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047399",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The subject matter of a typical undergraduate software
engineering course, while providing necessary
background, can be quite dry. Team-based programming
projects often complement the more theoretical textbook
and lecture content by giving students valuable
hands-on practice, albeit on a small scale and within a
traditional classroom setting. This paper describes a
company-based framework used in two semesters of a
software engineering course. This approach incorporates
a novel, collaborative framework to simulate the
real-world experience of working for a medium-sized
software design company or research laboratory, while
giving students a vested interest in the overall
outcome.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Coppit:2005:LTP,
author = "David Coppit and Jennifer M. Haddox-Schatz",
title = "Large team projects in software engineering courses",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "137--141",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047400",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A key goal of educators teaching software engineering
is to provide students with useful experience that will
benefit them after graduation. A key component of this
experience is usually a class project that is meant to
expose students to the issues associated with real
software development efforts. Unfortunately, educators
rarely have the time required to manage software
projects in addition to their normal pedagogical
duties. As a result, many software engineering courses
compromise the project experience by reducing the team
sizes, project scope, and risk. In this paper, we
present an approach to teaching a one-semester software
engineering course in which approximately 30 students
work together to construct a moderately sized (22 KLOC)
software system. This approach provides a more
realistic project experience for the students, without
incurring significant managerial overhead for the
instructor. We present our experiences using the
approach for the spring 2004 software engineering
course at The College of William and Mary.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bernstein:2005:APT,
author = "Marc Bernstein and Kelly M. FitzGerald and James P.
Macdonell and Arturo I. Concepcion",
title = "{AlgorithmA} project: the ten-week mock software
company",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "142--146",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047401",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "It is difficult to teach students proper software
engineering methodology in a classroom setting. Without
hands-on experience, students may not understand why
the software engineering process exists. By teaching
students via a mock company experience, teaching
software engineering can become a rewarding experience
while showing the students how simple it is to follow
the correct process. Here we show how in the microcosm
of a mock software company it is possible to teach very
real lessons about software engineering, unfamiliar
technologies, teamwork and the realization that when a
project ends, the code does not disappear.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gottschalk:2005:CFP,
author = "Larry Gottschalk and Jigang Liu and Brahma Dathan and
Sue Fitzgerald and Michael Stein",
title = "Computer forensics programs in higher education: a
preliminary study",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "147--151",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047403",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents a preliminary survey of computer
forensics programs in North America. It summarizes
existing requirements for associate, bachelor's, and
master's degree programs as well as certificate
programs. It briefly discusses factors which must be
considered when introducing a new program (curriculum
design, faculty, students, facilities, and budget).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Aycock:2005:V,
author = "J. Aycock and K. Barker",
title = "Viruses 101",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "152--156",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047404",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The University of Calgary introduced a controversial
course in the fall of 2003 on computer viruses and
malware. The primary objection about this course from
the anti-virus community was that students were being
taught how to create viruses in addition to defending
against them. Unfortunately, the reaction to our course
was based on a dearth of information, which we remedy
in this paper by describing key pedagogical elements of
the course. Specifically, we present four aspects of
our course: how students are vetted for entry,
operation of the course, course content, and the
instructional materials used. In addition, we pay
particular attention to the controversial course
assignments, discussing the assignments and the need
for balance, objectivity, security, and learning in a
university environment. Our experiences with the course
and future plans may be helpful for other institutions
considering such course offerings. It should also
provide opponents of the course with valuable
information about the true nature of the course, the
pedagogy used, and the value provided to the computer
community as computer science graduates with this kind
of expertise take their place as the next generation
computer security experts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Logan:2005:TSH,
author = "Patricia Y. Logan and Allen Clarkson",
title = "Teaching students to hack: curriculum issues in
information security",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "157--161",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047405",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Teaching ``hacking'' as a legitimate means of training
students in how to protect a future employer's data
assets has been introduced into courses with increasing
frequency. The introduction of ``red teaming'' and
attack-based exercises into information security
courses presents a potential ethical problem. This
paper explores the issues involved in designing an
information security course with lab components that
involve destructive actions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Okasaki:2005:ATC,
author = "Chris Okasaki",
title = "Alternatives to two classic data structures",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "162--165",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047407",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Red-black trees and leftist heaps are classic data
structures that are commonly taught in Data Structures
(CS2) and/or Algorithms (CS7) courses. This paper
describes alternatives to these two data structures
that may offer pedagogical advantages for typical
students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barnes:2005:EBS,
author = "G. Michael Barnes and John Noga and Peter D. Smith and
Jeff Wiegley",
title = "Experiments with balanced-sample binary trees",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "166--170",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047408",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we propose using experiments with
Balanced-Sample Binary Trees (BSBTrees) as assignments
and lecture material in intermediate data structures
courses (CS2/3). BSBTrees are composite data structures
that have a temporarily constructed form that precedes
their normal construction. We present them in the
context of binary search trees. To do this we first
investigate the retrieval properties of randomly
generated binary search trees and show how temporary
construction can improve both worst case and average
case behavior. We provide a brief analysis of BSBTree
performance and description of the classes that can be
used for BSBTree implementation. Last we discuss the
use of BSBTrees in CS2 and CS3 courses and a survey of
student opinions about BSBTrees.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Levitin:2005:APA,
author = "Anany Levitin",
title = "Analyze that: puzzles and analysis of algorithms",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "171--175",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047409",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The paper advocates a wider use of puzzles and
puzzle-like games in teaching the analysis of
algorithms. It discusses many specific examples---from
classic puzzles of recreational mathematics to newly
popular job interview brainteasers---which illustrate
all major aspects of algorithm analysis.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carlisle:2005:RVP,
author = "Martin C. Carlisle and Terry A. Wilson and Jeffrey W.
Humphries and Steven M. Hadfield",
title = "{RAPTOR}: a visual programming environment for
teaching algorithmic problem solving",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "176--180",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047411",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "When students are learning to develop algorithms, they
very often spend more time dealing with issues of
syntax rather than solving the problem. Additionally,
the textual nature of most programming environments
works against the learning style of the majority of
students. RAPTOR is a visual programming environment,
designed specifically to help students envision their
algorithms and avoid syntactic baggage. RAPTOR programs
are created visually and can be executed visually by
tracing the execution through the program. Required
syntax is kept to a minimum. Students preferred
expressing their algorithms visually, and were more
successful creating algorithms using RAPTOR than using
a traditional language or writing flowcharts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bailey:2005:ITT,
author = "Mark W. Bailey",
title = "{IRONCODE}: think-twice, code-once programming",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "181--185",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047412",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "To become proficient programmers, novices must develop
the skills of writing, reading, debugging, and testing
code. We believe that learning to write short pieces of
code correctly the first time helps strengthen all of
these skills. In this paper, we describe a type of
exercise, called IRONCODE, that helps develop the
code-once skill. We describe the exercise, the
programming environment, its implementation, and our
experiences using IRONCODE in a second semester
programming class.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bennedsen:2005:RPP,
author = "Jens Bennedsen and Michael E. Caspersen",
title = "Revealing the programming process",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "186--190",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047413",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "One of the most important goals of an introductory
programming course is that the students learn a
systematic approach to the development of computer
programs. Revealing the programming process is an
important part of this; however, textbooks do not
address the issue --- probably because the textbook
medium is static and therefore ill-suited to expose the
process of programming. We have found that process
recordings in the form of captured narrated programming
sessions are a simple, cheap, and efficient way of
providing the revelation. We identify seven different
elements of the programming process for which process
recordings are a valuable communication media in order
to enhance the learning process. Student feedback
indicates both high learning outcome and superior
learning potential compared to traditional classroom
teaching.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Almstrum:2005:CCS,
author = "Vicki L. Almstrum and Orit Hazzan and Mark Guzdial and
Marian Petre",
title = "Challenges to computer science education research",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "191--192",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047415",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cunningham:2005:TAN,
author = "Steve Cunningham and Diana Gant and Harriet Taylor",
title = "Taking advantage of national science foundation
funding opportunities",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "193--193",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047352",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This session will highlight programs in the National
Science Foundation EHR Division of Undergraduate
Education and CISE Division of Computer and Network
Systems that are of interest to college faculty,
discussing the requirements and guidelines for programs
in these areas. It will also include a presentation of
the characteristics of a competitive proposal and the
proposal and review processes, and participants will be
encouraged to explore their ideas with the
presenters.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Marion:2005:SRS,
author = "Bill Marion",
title = "Status report on the {SIGCSE} committee on the
implementation of a discrete mathematics course",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "194--195",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047353",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This session is a progress report from the first
committee created under the SIGCSE Committee
Initiative. The Committee on Implementation of a
Discrete Mathematics Course is charged with developing
implementation models and materials for the
one-semester discrete math course proposed in Computing
Curriculum 2001. At the time of the session, the
Committee will have completed about three-fourths of
its task. In this session the committee will present a
number of course models which, for each, will include a
syllabus/course outline and a list of possible
applications which connect the mathematics to
fundamental ideas in computer science. Comments and
additional input from the SIGCSE community will be
solicited. Presentation will by Bill Marion, one of the
two committee co-facilitators and two other committee
members.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ben-Ari:2005:CDF,
author = "Mordechai (Moti) Ben-Ari",
title = "The {Concorde} doesn't fly anymore",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "196--196",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047354",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "While computing technology has undoubtedly changed the
world in which we live, the changes have been
exaggerated. Talk of a hi-tech internet-driven
revolution during the last decade is inaccurate from a
historical perspective: (a) It belittles previous
technological achievements; for example, the landings
on the moon between 1969 and 1972 were achieved with
less computing capability than a PDA has today. (b) So
much of the ``new'' technology dates back thirty years
or more; for example, how many of our students know
when the first email was sent? This loss of historical
perspective has led to demands for an artifact-driven
curriculum that I believe is inadequate for the
education of future computer scientists and
computational engineers. (The latter is a new term I
wish to propose for people engaged in the
scientifically-based design and construction of systems
that perform computations. It is linguistically modeled
on the terms mechanical and electrical engineer, and is
intended to take the place of the term software
engineer.) A comparison of the CC2001 curriculum with
the curriculum of a traditional, ``non-revolutionary''
engineering discipline points to what I believe the
future of CS education should be.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stansfield:2005:IVC,
author = "Sharon Stansfield",
title = "An introductory {VR} course for undergraduates
incorporating foundation, experience and capstone",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "197--200",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047417",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents the structure, pedagogy and
motivation for an introductory undergraduate course in
Virtual Reality. The course is offered as an elective
at the 400-level, hence students taking the course are
juniors and seniors who have completed a substantial
portion of their Computer Science curriculum. The
course incorporates multiple components of VR theory
and practice, including hardware and software survey
and analysis, human perception, and applications. It
also contains a semester-long, hands-on development
component utilizing a specific virtual reality
environment. In addition, because VR is a broad,
multidisciplinary field of study, the course provides
an ideal environment for incorporating capstone
elements that allow undergraduate students to tie
together many of the computing principles learned
during their undergraduate academic careers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yu:2005:PMM,
author = "Tin-Tin Yu and John L. Lowther and Ching-Kuang Shene",
editor = "Wanda Dann and Thomas L. Naps and Paul T. Tymann and
Doug Baldwin",
title = "Photon Mapping Made Easy",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "201--205",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047418;
https://doi.org/10.1145/1047344.1047418",
ISBN = "1-58113-997-7",
ISBN-13 = "978-1-58113-997-6",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2005.html#YuLS05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Graphics/rad.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "This paper presents the authors' introduction of
photon mapping in an undergraduate computer graphics
course, Software was designed as a pedagogical and
demonstration tool which permitted students to practice
and learn photon mapping. Classroom experience and
examples that illustrate soft shadows, color bleeding,
indirect illumination and caustic are also discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Holliday:2005:GDA,
author = "Mark A. Holliday and Barry Wilkinson and Jeffrey House
and Samir Daoud and Clayton Ferner",
title = "A geographically-distributed, assignment-structured
undergraduate grid computing course",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "206--210",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047419",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Grid computing is now mature enough and important
enough to be studied as a full course at the
undergraduate level for upper-level computer science
majors. We have developed such a course, including a
set of lecture slides, assignments, and assignment
handouts specifically targeted for this audience. The
sequence of assignments is a key part of the course.
Some of the assignments are modifications of
pre-existing work and others are completely new. We
describe the key decisions we made about the course
organization and content and describe the assignments.
An important feature of the course is that it was
geographically distributed with copies of the grid
software installed at three campuses. Those campuses
plus three others were receiving sites and included
students and faculty associated with nine
universities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hill:2005:GP,
author = "Curt Hill and Brian M. Slator and Lisa M. Daniels",
title = "The grader in {ProgrammingLand}",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "211--215",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047421",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe a customized instructional
content delivery system named ProgrammingLand with
special emphasis on a program evaluation module named
TorqueMOODa. The system is fully online and is used as
a component of several classroom courses, as well the
foundation of comparable distance education classes.
The context of these systems is the early programming
classes often taken by introductory Computer Science
students, among others.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kumar:2005:REE,
author = "Amruth N. Kumar",
title = "Results from the evaluation of the effectiveness of an
online tutor on expression evaluation",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "216--220",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047422",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Researchers have been developing online tutors for
various disciplines, including Computer Science.
Educators are increasingly using online tutors to
supplement their courses. Are online tutors effective?
Can they help students learn? If so, what features
contribute to their effectiveness? We will examine
these questions in the context of an online tutor that
we developed for introductory Computer Science. The
tutor is designed to help students learn expression
evaluation in C++/Java. We evaluated the tutor over
several years, in multiple sections of Computer Science
I each year. We used controlled tests with differential
treatments, and used pre and post-tests to evaluate the
effectiveness of the tutor. Our results show that
online tutors indeed help students learn. Students who
use the tutor for practice learn better than those who
use a printed workbook. Students who receive both
graphic visualization and text explanation learn better
than those who receive only graphic visualization.
Students who use graphic visualization learn better
than those who receive no explanation. These results
will be of interest to both developers and users of
online tutors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Diwan:2005:PDE,
author = "Amer Diwan and Michele H. Jackson and William M. Waite
and Jacob Dickerson",
title = "{PL-detective}: experiences and results",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "221--225",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047423",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Last year we described the PL-Detective, a system for
building exercises and demonstrations in a programming
languages course. One of the main goals of the
PL-Detective was to provide an experimental environment
with which students could interact in order to discover
the information that they needed to complete the
exercise. In this paper we evaluate the PL-Detective
with respect to this goal. We present data from a class
of 29 groups of two or three students that used the
PL-Detective for 11 exercises. Our data shows that
students are both effective and efficient at getting
information from the PL-Detective.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ragonis:2005:USD,
author = "Noa Ragonis and Mordechai Ben-Ari",
title = "On understanding the statics and dynamics of
object-oriented programs",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "226--230",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047425",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes research into the influence of
using static (class and object) visualization on
understanding program flow in object-oriented
programming. We found that the advantages of using the
static visualization in the first stages of learning
could become disadvantages in the advanced stages. The
teacher must be aware of these pitfalls and plan the
learning sequence accordingly. We think that the BlueJ
learning environment that we used should be augmented
with dynamic visualization so that students can
coordinate the static and dynamic aspects of
object-oriented programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pavlov:2005:BEA,
author = "Vladimir L. Pavlov and Anton Yatsenko",
title = "{``The Babel experiment''}: an advanced
pantomime-based training in {OOA\&OOD} with {UML}",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "231--235",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047426",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we present the original method of
intensive hands-on training in Object-oriented Analysis
and Design (OOA/OOD) with the Unified Modeling Language
(UML). The method has been successfully used by the
authors for three years. During the training, the
students: go through the communication problems that
are typical for large software development projects
obtain the successful experience of applying UML to
overcome these problems. The essence of the method is
that a team of students is supposed to design a
software system. They have several hours to complete
the task. During this timeframe verbal and written
communication is forbidden, and the UML is the only
allowed language. This training is a kind of experiment
for students --- they are to discover whether UML is
``a real language'' that is suitable and beneficial for
a project team. The training was successfully delivered
more than ten times in both academic and corporate
environments and generated positive feedback from
students and customers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wick:2005:UTJ,
author = "Michael Wick and Daniel Stevenson and Paul Wagner",
title = "Using testing and {JUnit} across the curriculum",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "236--240",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047427",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "While the usage of unit-testing frameworks such as
JUnit has greatly increased over the last several
years, it is not immediately apparent to students and
instructors how to best use tools like JUnit and how to
integrate testing across a computer science curriculum.
We have worked over the last four semesters to infuse
testing and JUnit across our curriculum, building from
having students use JUnit to having them write their
own test cases to building larger integration and use
case testing systems to studying JUnit as an example of
good application of design patterns. We have found
that, based on this increased presentation and
structuring of the usage of JUnit and testing, students
have an increased understanding and appreciation of the
overall value of testing in software development.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lim:2005:IWS,
author = "Billy B. L. Lim and Chu Jong and Pruthikrai
Mahatanankoon",
title = "On integrating {Web} services from the ground up into
{CS1\slash CS2}",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "241--245",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047429",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Web services technology is a burgeoning technology
that has received tremendous amount of attention in the
software industry in recent years under the broader
umbrella of service-oriented architecture (SOA). While
Web services have been incorporated in many industries
in the market place in the last few years, they are
only beginning to appear in the academia, primarily in
upper division and graduate CS curricula. In this
paper, we share our belief that the Web services
technology can and should be introduced early in a CS
curriculum. We describe a number of scenarios that Web
services can be integrated into CS1/CS2 to make them
more interesting and more importantly, make the
students better prepared for upper division classes and
for the industry upon graduation. These scenarios can
be incorporated without compromising the core materials
presently covered in many CS1/CS2 sequence.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bruce:2005:WSR,
author = "Kim B. Bruce and Andrea Danyluk and Thomas Murtagh",
title = "Why structural recursion should be taught before
arrays in {CS} 1",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "246--250",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047430",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The approach to teaching recursion in introductory
programming courses has changed little during the
transition from procedural to object-oriented
languages. It is still common to present recursion late
in the course and to focus on traditional, procedural
examples such as calculating factorials or solving the
Towers of Hanoi puzzle. In this paper, we propose that
the shift to object-oriented programming techniques
calls for a significant shift in our approach to
teaching recursion. First, we argue that in the context
of object-oriented programming students should be
introduced to examples of simple recursive structures
such as linked lists and methods that process them,
before being introduced to traditional procedural
examples. Second, we believe that this material should
be presented before students are introduced to
structures such as arrays. In our experience, the early
presentation of recursive structures provides the
opportunity to reinforce the fundamentals of defining
and using classes and better prepares students to
appreciate the reasons to use classes to encapsulate
access to other data structures when they are
presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dougherty:2005:UAR,
author = "John P. Dougherty and David G. Wonnacott",
title = "Use and assessment of a rigorous approach to {CS1}",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "251--255",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047431",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We have developed and implemented a ``rigor-first''
approach to CS1 instruction, in which we introduce
rigorous techniques for understanding algorithms
alongside associated programming skills. This core
material is developed through a number of engaging
problems from more advanced courses in computer science
and other natural sciences. These principles are
continued in CS2, and the two courses form our
``3-2-1'' first-year sequence: three programming
paradigms and two models of program execution are
explored on a single platform. This article discusses
the design of our CS1 course, its role in the computer
science curriculum, and our experiences with it.
Preliminary assessment suggests this approach has merit
in our curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sweedyk:2005:CGC,
author = "Elizabeth Sweedyk and Marianne deLaet and Michael C.
Slattery and James Kuffner",
title = "Computer games and {CS} education: why and how",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "256--257",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047433",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer and video games have grown to be a major
industry but, until recently, have largely been ignored
by academia. The last couple of years, however, have
seen the emergence of new academic programs,
conferences, and journals dedicated to games studies.
This panel discusses a variety of ways, and whys, for
introducing games into computer science curricula.
Panelists discuss their experiences in designing a
broad range of courses including a games course for
women, a software development course that uses games as
projects, an introductory games programming course in
Java, and an advanced graphics course that focuses on
games.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Huen:2005:IOO,
author = "Wing Huen and Ernest Ferguson and Peter B. Henderson
and Clifton Kussmaul",
title = "{IT} offshore outsourcing: impact on {CS\slash IS}
curriculum",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "258--259",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047435",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cooper:2005:OBC,
author = "Stephen Cooper and Lillian Cassel and Barbara Moskal
and Steve Cunningham",
title = "Outcomes-based computer science education",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "260--261",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047437",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "As computer science educators, we are being pushed to
define (by accreditation agencies, within our
institutions, etc.) our courses and programs in terms
of measurable outcomes. The Computing Accreditation
Commission (CAC) is responsible for reviewing and
accrediting computer sciences departments across the
United States. As part of this review process, computer
science departments must specify and measure student
learning objectives and outcomes (see criteria at
http://www.abet.org/cac1.html). The same is true for
institution-wide accreditation (for example, by the
Middle States Commission on Higher Education). Also,
faculty who are composing proposals for NSF or other
funding agencies are expected to provide descriptions
of objectives and outcomes and how these are to be
measured.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Botev:2005:SWC,
author = "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",
title = "Supporting workflow in a course management system",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "262--266",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047439",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "CMS is a secure and scalable web-based course
management system developed by the Cornell University
Computer Science Department. The system was designed to
simplify, streamline, and automate many aspects of the
workflow associated with running a large course, such
as course creation, importing students, management of
student workgroups, online submission of assignments,
assignment of graders, grading, handling regrade
requests, and preparation of final grades. In contrast,
other course management systems of which we are aware
provide only specialized solutions for specific
components, such as grading. CMS is increasingly widely
used for course management at Cornell University. In
this paper we articulate the principles we followed in
designing the system and describe the features that
users found most useful.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{ONeill:2005:AUW,
author = "Melissa E. O'Neill",
title = "Automated use of a {Wiki} for collaborative lecture
notes",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "267--271",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047440",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper gives a first look at slides2wiki, a new
scheme for easily providing collaborative lecture
notes. Unlike previous web-based courseware schemes,
the slides2wiki approach integrates with existing
techniques that computer-science course instructors
already use to prepare their classes. This tool is used
to create a site where students may collaborate to
create their own notes, using the lecture slides as a
starting point. Adopting a surprisingly low-tech
approach that uses familiar tools and paradigms,
slides2wiki avoids many of the stumbling blocks of
previous approaches to web-based course support.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reid:2005:LDI,
author = "Karen L. Reid and Gregory V. Wilson",
title = "Learning by doing: introducing version control as a
way to manage student assignments",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "272--276",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047441",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Professional software developers use version control
systems to coordinate their work, and to provide an
unwindable history of their project's evolution. In
contrast, students in most programming courses use a
homegrown electronic submission program to submit their
work, and email to coordinate with partners when doing
team projects. In May 2003, we began using CVS, a
popular open source version control system, as an
assignment submission system. Students receive starter
code by checking out the assignment, use the version
control system to manage their work, and submit their
assignment by committing it to CVS. Teaching assistants
grade assignments by checking out each student's
repository, and committing the marks. Our experience to
date shows that this is both a simpler and a more
flexible way to manage student assignments, and also an
excellent way to teach them how to use a fundamental
software development tool.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stevenson:2005:SCI,
author = "Daniel E. Stevenson and Michael R. Wick and Steven J.
Ratering",
title = "Steganography and cartography: interesting assignments
that reinforce machine representation, bit
manipulation, and discrete structures concepts",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "277--281",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047443",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Today's generation of students crave assignments that
are relevant to their world, both in terms of graphical
interfaces and, more importantly, the application area.
To be fully engaged they must find the application of
importance. However, we have found that many
assignments in computer science attempt to engage the
students by moving further and further away from the
underlying machine representations. This causes a
disconnect between the applications our students write
and the material we present on machine representations
and architecture. We present examples of assignments
based from the fields of Steganography and Cartography
that we have found to be valuable in helping to
reinforce the importance of machine representations
with today's students. We found that the students were
excited and intrigued to see how their discipline could
play a vital role in the war on terrorism and how what
they were learning in their CS 1 course was directly
relevant to what they heard on the nightly news and
experience on a daily basis via the Internet.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hunt:2005:JFE,
author = "Kenny Hunt",
editor = "Wanda Dann and Thomas L. Naps and Paul T. Tymann and
Doug Baldwin",
title = "A {Java} Framework for Experimentation with
Steganography",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "282--286",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047444;
https://doi.org/10.1145/1047344.1047444",
ISBN = "1-58113-997-7",
ISBN-13 = "978-1-58113-997-6",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2005.html#Hunt05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/cryptography2000.bib;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "This article describes a Java framework for
experimentation with fundamental steganographic
techniques. The framework is built on top of Java's
image processing libraries and provides extensible
handles for customization and experimentation. The
framework is designed and presented with a view towards
incorporation into an undergraduate computer science
curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wicentowski:2005:UIP,
author = "Richard Wicentowski and Tia Newhall",
title = "Using image processing projects to teach {CS1}
topics",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "287--291",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047445",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "As Computer Science educators, we know that students
learn more from projects that are fun and challenging,
that seem ``real'' to them, and that allow them to be
creative in designing their solutions. When we have
students beating down our office doors wanting to show
us what they've done, we know we have designed a
project that truly meets its pedagogical goals. In CS1
courses, it is often difficult to come up with large,
real-world programming projects that are at an
appropriate level and that really excite students. This
is particularly true in the first half of the course
when students are learning basic programming and
problem solving skills. We found that assignments based
on image processing are an effective way to teach many
CS1 topics. Because students enjoy working on the
projects, they come away with a solid understanding of
the topics reinforced by the projects. In this paper,
we discuss many ways in which image processing could be
used to teach CS1 topics. As an example, we present two
image processing projects that we use in our CS1
course. These large, real-world programs are designed
so that students can successfully master them early in
their first semester of programming. Even though our
CS1 course is taught using the C programming language,
these projects could easily be used by a CS1 course in
C, C++, or Java. We provide starting point code for
Java and C versions of the projects, and provide sample
assignment write-ups on our project webpage [12].",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bower:2005:IVC,
author = "Matt Bower and Debbie Richards",
title = "The impact of virtual classroom laboratories in
{CSE}",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "292--296",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047447",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In order to gauge the pedagogical implications of
conducting Computer Science practical sessions
remotely, the Division of ICS at Macquarie University
conducted a formal experiment using a virtual classroom
environment called Macromedia Breeze Live. Research
results indicated that students who completed their
practical in the virtual classroom: (i) felt they
performed significantly more collaboration, (ii)
expressed a preference for this mode of practical
session over regular laboratory sessions, (iii) felt
that they learnt significantly more from their
classmates and (iv) felt that they learnt significantly
more from the practical supervisor than students in the
standard classroom. Reasons for these results are
proposed in the pedagogical context of offering
Computer Science practical sessions online.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Soh:2005:CLE,
author = "Leen-Kiat Soh and Ashok Samal and Suzette Person and
Gwen Nugent and Jeff Lang",
title = "Closed laboratories with embedded instructional
research design for {CS1}",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "297--301",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047448",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Closed laboratories are becoming an increasingly
popular approach to teaching introductory computer
science courses. However, as observed in [1],
``Considering the prevalence of closed labs and the
fact that they have been in place in CS curricula for
more than a decade, there is little published evidence
assessing their effectiveness.'' In this paper we
report on an integrated approach to designing and
implementing laboratories with embedded instructional
research design. The activities reported here are part
of our department-wide effort to not only improve
student learning in Computer Science and Computer
Engineering, but also to improve the agility of our
Computer Science and Engineering Department in adapting
our curriculum to changing technologies, incorporate
research, and validate the instructional strategies
used. This paper presents the design and implementation
of the labs and the results and analysis of student
performance. Also described in this paper is how we
have employed cooperative learning in our labs and how
it impacts student learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ludi:2005:ISE,
author = "Stephanie Ludi and Swaminathan Natarajan and Thomas
Reichlmayr",
title = "An introductory software engineering course that
facilitates active learning",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "302--306",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047449",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "At the Rochester Institute of Technology, the
undergraduate introductory software engineering course
has been redesigned from a lecture-lab format to a
project-centric studio format. The new format blends
the lecture material with the project work. As a
result, students drive their own learning experience
based on scaffolding created by the course design. The
challenges faced and the techniques and strategies
utilized in the planning and delivery of the course
will be discussed, including the utilization of online
learning support infrastructure. This paper presents
instructor experiences, analysis of student feedback,
lessons learned and recommendations for other educators
considering an active learning approach for their
courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Turner:2005:TES,
author = "Elise H. Turner and Roy M. Turner",
title = "Teaching entering students to think like computer
scientists",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "307--311",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047451",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a new course developed at
University of Maine to help students better understand
the discipline of computer science and to aid us in
recruiting and retaining majors. The course overview of
computer science, but also, through focusing on
particular topics at an advanced level, begins to teach
students how computer scientists think about problems.
The course has been taught in Fall 2002, 2003 and 2004.
This paper describes the course and discusses our
results from the first two years.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rebelsky:2005:NSS,
author = "Samuel A. Rebelsky",
title = "The new science students in too much, too soon an
abbreviated, accelerated, constructivist,
collaborative, introductory experience in {CS}",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "312--316",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047452",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Although faculty are most accustomed to teaching
semester-long traditional courses, they are
encountering an increasing number of situations in
which they must teach ``courses'' of only a few hours
that are intended to give others a ``flavor'' of the
discipline. Such situations include alumni events,
orientation activities for incoming or potential
students, and community outreach programs. In many
disciplines, faculty can rely on participants' academic
or basic skills (e.g., how to dissect an argument;
basic laboratory skills). In computer science, faculty
must accept not only a lack of basic skill in the
discipline, but also a potential gap in knowledge of
what the study of computer science entails. This paper
explores the design of one such introductory
experience, which is held in two two-hour sections for
selected incoming science students at Grinnell College.
The course emphasizes hands-on discovery, algorithm
design and algorithm analysis grounded in the problem
of sorting. Different faculty members in the department
have taught the course three times to general
success.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dierbach:2005:ECC,
author = "Charles Dierbach and Blair Taylor and Harry Zhou and
Iliana Zimand",
title = "Experiences with a {CS0} course targeted for {CS1}
success",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "317--320",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047453",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we report on an approach taken
addressing the issue of the preparedness of students
entering CS1. Specifically, we discuss the adoption of
a first-day assessment test in lieu of completed course
prerequisites for determining students' preparedness,
and the development of a corresponding CS0 ``fallback''
course intended to provide the appropriate background
for those students lacking the necessary programming
reasoning skills, as indicated by assessment test
results. We report here on the adequacy of the
assessment test designed, the effectiveness of the CS0
course as targeted for CS1 success, and the perceptions
of students as to the impact that the CS0 course has
had on their ultimate success in CS1.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gehringer:2005:UPR,
author = "Edward F. Gehringer and Donald D. Chinn and Manuel A.
P{\'e}rez-Qui{\~n}ones and Mark A. Ardis",
title = "Using peer review in teaching computing",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "321--322",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047455",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "For generations, the academic community has relied on
peer review as a way of encouraging scholarship and
enhancing the knowledge base. Peer review has been
widely used in the classroom since at least the 1970s,
with hundreds of papers on its use in diverse academic
fields appearing in the literature (for a comprehensive
survey, see [1]). Its use appears to be on the upswing,
given the current interest in active learning and
teamwork. In computer science, peer review seems to
have very broad application. It can be used to evaluate
the contributions of various members to a project team;
it can be used for design documents and code reviews,
in writing assignments, and in capstone project
courses. The experience of the panelists is
illustrative of the wide range of peer-review
practices. This panel will serve to introduce the
audience to some of these applications. Since many
computer-science instructors have experimented with
peer review, we are anxious to have them share their
experiences during the open discussion period.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Drysdale:2005:YRC,
author = "Scot Drysdale and Judith Hromcik and David Reed and
Reg Hahne",
editor = "Wanda Dann and Thomas L. Naps and Paul T. Tymann and
Doug Baldwin",
title = "The Year in Review: Changes and Lessons Learned in the
Design and Implementation of the {AP CS Exam} in
{Java}",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "323--324",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047355;
https://doi.org/10.1145/1047344.1047355",
ISBN = "1-58113-997-7",
ISBN-13 = "978-1-58113-997-6",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2005.html#DrysdaleHRH05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "The 2004 school year marked significant changes in the
Advanced Placement (AP) Computer Science curriculum.
Most visibly, Java replaced C++ as the exam-testable
programming language. More fundamentally, however, the
AP CS curriculum now places a greater emphasis on
object-oriented design than in previous years. Students
are expected to be able to implement interfaces, design
and implement class hierarchies using inheritance,
analyze the tradeoffs between alternative designs and
their associated efficiencies, and make use of Java
Collection classes where appropriate. This special
session is intended to inform both high school and
college teachers as to the extent of these changes and
how they affected the development and grading of the
2004 AP CS exams. In addition, it will provide
practical insights as to how the new curriculum can be
taught in high schools, and how teachers can better
prepare their students for the exams. The AP CS
Development Committee's charge is not only to provide a
comprehensive testing mechanism, but also to recommend
a direction that high school teachers should take in
preparing a foundation for more advanced student
studies during college. This special session will bring
together two college and two high school members of the
AP CS Development Committee to share some of their
insights into the AP program. AP teachers will learn
valuable information to continue to support their shift
to Java in the classroom and about the exam for which
they are preparing their students. College teachers
will learn more about the AP CS curriculum and test
development process, which may aid them in similar
course redesigns and in the placement of students with
AP credit. Time will be provided to discuss
participant's questions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bhagyavati:2005:THC,
author = "Bhagyavati and Stephen O. Agyei-Mensah and Rose Shumba
and Iretta B. C. Kearse",
title = "Teaching hands-on computer and information systems
security despite limited resources",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "325--326",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047457",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hsia:2005:TJC,
author = "James I. Hsia and Elspeth Simpson and Daniel Smith and
Robert Cartwright",
editor = "Wanda Dann and Thomas L. Naps and Paul T. Tymann and
Doug Baldwin",
title = "Taming {Java} for the Classroom",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "327--331",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047459;
https://doi.org/10.1145/1047344.1047459",
ISBN = "1-58113-997-7",
ISBN-13 = "978-1-58113-997-6",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2005.html#HsiaSSC05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/java2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
Ingenta database",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Java is the canonical language for teaching
introductory programming, but its complex syntax and
abundance of constructs are difficult for beginners to
learn. This paper shows how object-oriented programming
in Java can be made more accessible to beginners
through the use of ``language levels'', a hierarchy of
progressively richer subsets of Java. This hierarchy is
implemented as an extension of the DrJava pedagogic
programming environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ericson:2005:MIS,
author = "Barbara Ericson and Mark Guzdial and Maureen Biggers",
title = "A model for improving secondary {CS} education",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "332--336",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047460",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes how the Institute for Computing
Education (ICE) at Georgia Tech is trying to improve
the state of computer science education in secondary
schools in Georgia. ICE is a partnership between the
Georgia Department of Education and the College of
Computing at Georgia Tech. The goals for this
partnership are to increase the number and quality of
computer science teachers and increase the number,
quality, and diversity of computer science students.
One specific goal is to increase the number of students
taking the CS-AP course. We believe that this
partnership can serve as a model for other states.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McAndrew:2005:SLD,
author = "Alasdair McAndrew and Anne Venables",
title = "A ``secondary'' look at digital image processing",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "337--341",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047461",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "For the past few years, we have run a highly
successful activity teaching some elementary digital
image processing to students at years 9 and 10 of
secondary school. The activity involves working with a
digital camera, taking, capturing and saving images,
and exploring pixel values and their relationship to
image brightness and colour. We also perform some
elementary processing tasks: thresholding, changing
spatial resolution and quantization. Students then have
a brief introduction to spatial filtering, followed by
some examples: image blurring and edge detection. The
activity finishes with some binary morphology. Given
that digital image processing is usually offered only
at the upper undergraduate or postgraduate level, we
have demonstrated that it is quite possible to
introduce some image processing concepts in a friendly
and supportive environment to students in the middle
years of their secondary schooling.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Botting:2005:TLE,
author = "Richard J. Botting",
title = "Teaching and learning ethics in computer science:
walking the walk",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "342--346",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047463",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The author shares techniques used in a successful
``Ethics and Professionalism'' class at California
State University, San Bernardino. Ethical issues played
a part in designing the class. The author describes
active learning and holistic grading. Ethics demanded a
novel way to post grades on the web without exposing
personal data. This was evaluated by students. The
author points out some improvements he has made, or
will make.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Califf:2005:EIE,
author = "Mary Elaine Califf and Mary Goodwin",
title = "Effective incorporation of ethics into courses that
focus on programming",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "347--351",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047464",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper discusses some of the issues involved in
incorporating ethics material into programming courses.
Incorporating ethics into such courses raises
particular challenges because of the time-intensive
nature of the courses and because of the difficulty of
finding material that is both relevant to the course
and comprehensible to the students. The paper presents
four case studies that we have used successfully when
incorporating ethics material into our own programming
courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sanders:2005:DFC,
author = "Alton F. Sanders",
title = "A discussion format for computer ethics",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "352--355",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047465",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper, describes a format and grading scheme for
a discussion course in Computing Ethics. The teaching
of ethics, particularly in a discussion format, can be
somewhat problematic in a computer science department
where courses tend to be technical and faculty tend to
be more comfortable with material presented in a
lecture and/or workshop format. Grading of discussion
and papers can also be perceived as more difficult or,
at least, less grounded in objective criteria. The
following describes an approach that attempts to
address those particular concerns. The course described
was offered in the spring of 2003 when two sections
were taught.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hoffman:2005:CLW,
author = "Mark E. Hoffman and David R. Vance",
title = "Computer literacy: what students know and from whom
they learned it",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "356--360",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047467",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Do new college students already know much of what has
previously been taught in our computer literacy courses
(assuming a functional definition of knowledge
according to which students are proficient with
personal computer and Internet applications)? We
conducted a survey of incoming first-year students at
Quinnipiac University to learn not only their skill
level with a representative range of technology tasks,
but also from whom they learned these tasks. Results
provide a profile of students who report learning many
technology tasks primarily on their own. We propose a
taxonomy according to which native technology tasks are
learned with family support, social and educational
technology task categories are supported by friends and
teachers, respectively, and optional technology tasks
are learned with little support. Our results will help
in the design of appropriate computer literacy
courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Guzdial:2005:DPN,
author = "Mark Guzdial and Andrea Forte",
title = "Design process for a non-majors computing course",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "361--365",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047468",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "There is growing interest in computing courses for
non-CS majors. We have recently built such a course
that has met with positive response. We describe our
design process, which includes involvement of
stakeholders and identifying a context that facilitates
learning. We present evaluation results on success
rates (approximately 90\% of the students earn an A, B,
or C) and impact of the course on students over time
(80\% report that the class has influenced them more
than a semester later).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bailey:2005:JTT,
author = "Tammy Bailey and Jeffrey Forbes",
title = "Just-in-time teaching for {CS0}",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "366--370",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047469",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Just-in-Time Teaching (JiTT) is a teaching and
learning strategy based on the interaction between
web-based study assignments and an active learner
classroom. The essence of JiTT is the feedback loop
formed by the students' preparation outside the
classroom that shapes their in-class experience. The
goal of JiTT is to use feedback to guide teaching and
to empower and motivate learners. This paper describes
a successful implementation of the JiTT strategy for an
introductory computer science course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2005:NA,
author = "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",
title = "Nifty assignment",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "371--372",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047356",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lane:2005:IBS,
author = "H. Chad Lane and Kurt VanLehn",
title = "Intention-based scoring: an approach to measuring
success at solving the composition problem",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "373--377",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047471",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Traditional methods of evaluating student programs are
not always appropriate for assessment of different
instructional interventions. They tend to focus on the
final product rather than on the process that led to
it. This paper presents intention-based scoring (IBS),
an approach to measuring programming ability that looks
at intermediate programs produced over the course of an
implementation rather than just the one at the end. The
intent is to assess a student's ability to produce
algorithmically correct code on the first attempt at
achieving each program goal. In other words, the goal
is to answer question ``How close was the student to
being initially correct?'' but not to speak to a
student's debugging skills or ability to ultimately
produce a working program. To produce an IBS, it is
necessary to inspect a student's online protocol, which
is simply the collection of all programs submitted to a
compiler. IBS involves a three-phase process of (1)
identification of the subset of all programs in a
protocol that represent the initial attempts at
achieving programming goals, (2) bug identification,
and (3) rubric-based scoring. We conclude with an
example application of IBS in the evaluation of a
tutoring system for beginning programmers and also show
how an IBS can be broken down by the underlying bug
categories to reveal more subtle differences.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{East:2005:PGE,
author = "J. Philip East and J. Ben Schafer",
title = "In-person grading: an evaluative experiment",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "378--382",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047472",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we discuss in-person or face-to-face
grading: what it is, a rationale for its use, our use
of it, and an experiment we conducted to evaluate its
use. While no statistically significant differences in
instructional outcome effects were found, several
interesting affective results were seen. Additionally,
a number of research methodological suggestions arose
from the study.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Daly:2005:PP,
author = "Charlie Daly and Jane Horgan",
title = "Patterns of plagiarism",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "383--387",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047473",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We used a new technique to analyse how students
plagiarise programs in an introductory programming
course. This involved placing a watermark on a
student's program and monitoring programs for the
watermark during assignment submission. We obtained and
analysed extensive and objective data on student
plagiarising behaviour. In contrast to the standard
plagiarism detection approaches based on pair
comparison, the watermark based approach allows us to
distinguish between the supplier and the recipient of
the code. This gives us additional insight into student
behaviour. We found that the dishonest students did not
perform significantly worse than the honest students in
the exams. However, when dishonest students are further
classified into supplier and recipient, it emerged that
the recipient students performed significantly worse
than the suppliers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Verno:2005:DRS,
author = "Anita Verno and Debbie Carter and Robb Cutler and
Michelle Hutton and Lenny Pitt",
title = "Developing resources to support a national computer
science curriculum for {K}-12",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "388--389",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047357",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This session will continue efforts by the ACM and
Computer Science Teachers Association (CSTA) to create
a comprehensive body of resources to support the
implementation of a national K-12 computer science
curriculum. The ACM K-12 Computer Science Curriculum
Committee, with input from the Computer Science
educational community, published a Model Curriculum [1]
in 2003. The Model suggests a 4-level curriculum.
Level-1 topics, primarily for the K-8 years, closely
follow the well-defined ISTE Standards. Level-2 topics
are suggested for all students in grades 9 or 10 and
are comprised of introductory computer science content.
Level-3 topics focus on analysis and design with
emphasis on the scientific and engineering aspects of
computer science. AP Computer Science and special
topics courses comprise Level-4. This special session
will focus on the learning objectives and activities
for Level 2 of the K-12 Computer Science Model
curriculum. Attendees will be invited to provide
critical feedback that will help move the curriculum
project forward.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bergin:2005:OET,
author = "Joe Bergin and Kim Bruce and Michael K{\"o}lling",
title = "Objects-early tools: a demonstration",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "390--391",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047358",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Various software tools have been proposed or developed
for use in introductory programming courses. Usually,
presentation of a new tool at the SIGCSE symposium
occurs when a tool is first developed, leaving it to
interested observers to identify success or failure of
tools over their lifetime. For teachers, it can be
difficult to compare available tools and judge
potential application in their courses. In this
session, three tools with an established track record
of successful classroom use are presented: Karel J
Robot [1], objectdraw [2], and BlueJ [2]. In addition
to considering each tool individually, opportunities
for combinations of these tools are also discussed. The
focus of this session will be on concrete, hands-on
advice that teachers can immediately apply in their
classrooms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Beyer:2005:CCS,
author = "Sylvia Beyer and Michelle DeKeuster and Kathleen
Walter and Michelle Colar and Christina Holcomb",
title = "Changes in {CS} students' attitudes towards {CS} over
time: an examination of gender differences",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "392--396",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047475",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Few women major in Computer Science (CS), which
creates a serious bottleneck of women qualified to
enter into the CS workforce. To address this
bottleneck, this study examines gender issues in CS
education. We assessed whether gender differences in CS
students' stereotypes of CS and attitudes towards CS
classes and the CS program remain stable from one
semester to the next. We found that gender differences
in CS students are not temporally stable and conclude
that one-time assessments of gender differences may
lead to erroneous conclusions. We also found that
concerns about future work-family conflicts and gender
issues in the CS program (e.g., female CS students
feeling that they are not being taken as seriously as
male CS students) emerged as important concerns for
female CS students. The implications of these findings
for increasing the representation of women in CS are
discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Frieze:2005:DIC,
author = "Carol Frieze",
title = "Diversifying the images of computer science:
undergraduate women take on the challenge!",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "397--400",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047476",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper tells the story of a student initiative,
driven by a desire to diversify the images that
surround the field of computer science and those who
work in it.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lopez:2005:CSG,
author = "Antonio M. {Lopez, Jr.} and Lisa J. Schulte and
Marguerite S. Giguette",
title = "Climbing onto the shoulders of giants",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "401--405",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047477",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The ``incredible shrinking pipeline'' problem has
become the euphemism for the dilemma of declining
numbers of women seeking bachelor's degrees in a
computing discipline. The problem is well recognized,
and many have suggested reasons for it. Unfortunately,
much of what has been written is based on anecdotal
evidence or inferences made from statistical results
from small samples of very specific groups in the
computing disciplines. There have been few
multi-disciplinary approaches to analyze the problem
with even fewer attempts to create a model that might
explain it. This paper is the end of a beginning.
Having received a National Science Foundation grant to
study gender-based differences and ethnic and cultural
models in the computing disciplines, the principle
investigators document the work that has led to
launching a nationwide study of the problem to commence
in Fall 2004.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Eidelman:2005:FIS,
author = "Larisa Eidelman and Orit Hazzan",
title = "Factors influencing the shrinking pipeline in high
schools: a sector-based analysis of the {Israeli} high
school system",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "406--410",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047478",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The study described in this article continues research
on gender-related issues in Computer Science education
by focusing on the differences between two sectors in
the Israeli high school system --- the Jewish sector
(majority) and the Arab sector (minority). As it turns
out, the under-representation of female high school
students in CS studies is significantly more salient in
the majority sector. This study explores this situation
and attempts to explain it. We also explain how the
findings of this research can be applied to other
countries and societies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bergin:2005:PFI,
author = "Susan Bergin and Ronan Reilly",
title = "Programming: factors that influence success",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "411--415",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047480",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper documents a study, carried out in the
academic year 2003-2004, on fifteen factors that may
influence performance on a first year object-oriented
programming module. The factors included prior academic
experience, prior computer experience, self-perception
of programming performance and comfort level on the
module and specific cognitive skills. The study found
that a student's perception of their understanding of
the module had the strongest correlation with
programming performance, r =0.76, p {$<$0}.01. In
addition, Leaving Certificate (LC) mathematics and
science scores were shown to have a strong correlation
with performance. A regression module, based upon a
student's perception of their understanding of the
module, gender, LC mathematics score and comfort level
was able to account for 79\% of the variance in
programming performance results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tew:2005:TII,
author = "Allison Elliott Tew and Charles Fowler and Mark
Guzdial",
title = "Tracking an innovation in introductory {CS} education
from a research university to a two-year college",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "416--420",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047481",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Innovations in teaching and learning computer science
education can easily be overly-specific to a given
institution, or type of institution. For example, an
innovation may require special hardware, or may make
assumptions about the background of the students. This
paper tracks one such innovation, a multimedia-focused
introductory computing course, as it moved from a
research-focused university to a public two-year
college. At both institutions, the new course resulted
in dramatically improved retention. Students at the
two-year college were even more motivated and more
positive about computing after the course than students
at the research university. The results suggest ways of
approaching innovation that is easily adaptable to
other institutions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barker:2005:WCC,
author = "Lecia J. Barker and Kathy Garvin-Doxas and Eric
Roberts",
title = "What can computer science learn from a fine arts
approach to teaching?",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "421--425",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047482",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Two pedagogical techniques of IT programs are
compared, a traditionally taught computer science (CS)
major and an IT certificate program using a fine arts
approach to pedagogy. The latter graduates a higher
percentage of women than of males. Although the two
programs are quite different in the nature of the
material and what students are expected to learn, CS
instructors can borrow from the certificate program in
ways that could increase attraction to and retention of
women in CS, especially by allowing students to hear
each other articulate what they are learning;
mentioning practical applications of theoretical
principles; and requiring that students display their
knowledge and solutions to their peers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lewis:2005:EID,
author = "Tracy L. Lewis and J. D. Chase and Manuel A.
P{\'e}rez-Qui{\~n}ones and Mary Beth Rosson",
title = "The effects of individual differences on {CS2} course
performance across universities",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "426--430",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047483",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Research is presented that examined the effects of
various measures of prior computer science experience
and cognitive abilities on overall performance in a CS2
course. Participants selected from the CS2 course at
two southeastern state universities were used within
this study, resulting in a sample size of 161 (School
A, n = 76; School B, n = 85). School A is a mid-sized
comprehensive university and School B is a large
research-intensive university. Self-reported data were
collected on measures of experience in object-oriented
processing, UNIX programming, web design, computing
platforms, and various CS experience. Further,
cognitive abilities measures of spatial orientation,
visualization, logical reasoning, and flexibility were
administered. The results show that the schools
significantly differed on all measures of cognitive
ability and most measures of prior computer science
experience. The schools also differed on the extent to
which these measures were related to overall course
performance. The results suggest that, for school A,
the cognitive ability visualization and the prior
computer science experience measure of OO processing
were significantly related to course performance.
However, when examining school B, no measures were
found significant.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jacobsen:2005:TCC,
author = "Christian L. Jacobsen and Matthew C. Jadud",
title = "Towards concrete concurrency: occam-pi on the {LEGO
Mindstorms}",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "431--435",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047485",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In a world of ad-hoc networks, highly interconnected
mobile devices and increasingly large supercomputer
clusters, students need models of computation that help
them think about dynamic and concurrent systems. Many
of the tools currently available for introducing
students to concurrency are difficult to use and are
not intrinsically motivating. To provide an authentic,
hands-on, and enjoyable introduction to concurrency, we
have ported occam $ \pi $, a language whose expressive
powers are especially compelling for describing
communicating dynamic reactive processes, to the LEGO
Mindstorms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Challinger:2005:EUR,
author = "Judith Challinger",
title = "Efficient use of robots in the undergraduate
curriculum",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "436--440",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047486",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we describe how a single Khepera II
robot was used for an assignment in a senior level
course on graphical user interface implementation. The
assignment required each student to implement a
graphical user interface for remotely controlling a
Khepera II robot. From the author's point of view, the
focus of the project was how to efficiently and
effectively allow the 35 students enrolled in the
course to have access to the robot for the purposes of
testing and debugging. Furthermore, two of the students
were enrolled through the distance education program
and were remotely located. The intent was to see if an
assignment making use of the robot would stimulate
student interest, and whether it could be done with a
minimal investment in hardware, lab, and instructor
resources. The students were surveyed at the conclusion
of the assignment in order to assess the effectiveness
of the assignment. The results of this survey are
presented, along with plans for future work.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Harlan:2005:CEB,
author = "Robert M. Harlan and Shelley McClarigan",
title = "Creating emergent behaviors: two robotics labs that
combine reactive behaviors",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "441--445",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047487",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Most undergraduate robotics courses introduce reactive
behaviors, behaviors that are not mediated by world
knowledge or a world model. What is missing from these
courses, however, is the experience of combining
reactive behaviors to create emergent behavior,
behavior that is not anticipated by the robotocist but
generated by the interaction of behaviors and the
environment. We discuss two laboratory exercises that
introduce reactive behaviors and combine them to
produce emergent behaviors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Weinberg:2005:MTR,
author = "Jerry B. Weinberg and William W. White and Cem Karacal
and George Engel and Ai-Ping Hu",
title = "Multidisciplinary teamwork in a robotics course",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "446--450",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047488",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Real-world systems are comprised of interdependent
components creating integrated systems. These systems
are developed by multidisciplinary teams. The goal of
this project is the development of a comprehensive
undergraduate course in robotics that encompasses
various fields that are integral to robotic systems:
Computer Science, Electrical and Computer Engineering,
and Mechanical Engineering. A main pedagogical goal of
the course is to teach group dynamics and the skills
necessary for interaction with people in different
disciplines in multidisciplinary teams. Descriptions of
the course and the hands-on lab assignments are
presented along with course assessment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Astrachan:2005:ROE,
author = "Owen Astrachan and Kim Bruce and Elliot Koffman and
Michael K{\"o}lling and Stuart Reges",
title = "Resolved: objects early has failed",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "451--452",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047359",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The participants will use a debate format with a
provocative thesis to explore the pedagogical approach
known as ``objects early'' or ``objects first.'' By
arguing in the affirmative, Elliot Koffman and Stuart
Reges will point out concerns that have been raised
about the approach. By arguing in the negative, Kim
Bruce and Michael K{\"o}lling will describe schools
that are succeeding with the approach and ways to
address significant concerns. Owen Astrachan as
moderator will ensure that the debate remains civil and
will provide some humorous and possibly even insightful
commentary on the evidence presented by both sides.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kumar:2005:EAC,
author = "Amruth N. Kumar and Rose K. Shumba and Bina Ramamurthy
and Lawrence D'Antonio",
title = "Emerging areas in computer science education",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "453--454",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047490",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer Science is an evolving discipline. It
continues to reinvent itself every 5-7 years. In order
to keep up, Computer Science educators have had to
continually modify the curriculum, either changing
existing courses or introducing new ones. It is next to
impossible for educators to keep abreast of all the
developments in the discipline --- learning a new area
can place substantial demands on their time and effort.
Therefore, this panel is intended as a quick
introduction to some of the emerging areas and
practices in Computer Science that deserve inclusion in
the undergraduate curriculum. The panelists will
present four new emerging areas --- Grid Computing,
Cybersecurity, Bioinformatics, and Robotics in the
traditional Artificial Intelligence course. Each
panelist will present a typical syllabus, list sample
resources, and recount his/her experience developing
the course. It is hoped that this panel will help
interested faculty adopt successful practices.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Trytten:2005:DTP,
author = "Deborah A. Trytten",
title = "A design for team peer code review",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "455--459",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047492",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The software industry needs our graduates to have
significant and meaningful experiences with teamwork. A
new design has been developed for a teamwork exercise
based on peer code review. This design uses the three
Ss of building assignments for cooperative learning:
Same problem, Specific choices, and Simultaneous
report. Students perform peer code review individually,
and within and between stable small groups. The code
can be sanitized student work or may be altered by the
instructor to meet specific course learning objectives.
The review is done in three phases. First, individuals
answer yes or no to questions that evaluate the quality
of the design and code. Then each group answers the
same set of questions. When the groups have completed
their evaluation, the class joins together to reveal
and discuss the answers. This design was successfully
implemented during the 2003-2004 academic year in an
introductory programming class. This design is
applicable to more advanced classes with significant
programming assignments. Future work includes extending
this structure to give students experience with other
software engineering artifacts early in their academic
careers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Smarkusky:2005:ETK,
author = "D. Smarkusky and R. Dempsey and J. Ludka and F. de
Quillettes",
title = "Enhancing team knowledge: instruction vs. experience",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "460--464",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047493",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Information technology projects are growing in
complexity and require teams to solve problems and
develop solutions. With current undergraduate, computer
science and information systems curricula, students
graduate with technical skills, but lack team project
experiences. We have identified and developed team
knowledge modules that are being taught to students in
an effort to increase awareness of team process
fundamentals and build the foundation of an effective
team player. In this paper we present the challenges
that we face with team projects and then discuss team
knowledge modules that are being taught to incoming
freshmen to engage students in a curriculum that
requires team projects in each course. We conclude with
our assessment results and show comparisons of student
team knowledge by instruction and experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McKinney:2005:AAT,
author = "Dawn McKinney and Leo F. Denton",
title = "Affective assessment of team skills in agile {CS1}
labs: the good, the bad, and the ugly",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "465--469",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047494",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Team experiences can be important learning
experiences, and industry highly values team skills in
graduates. Low retention rates might also be improved
with early team experiences because team experiences
have been linked to increases in the sense of
belonging, a key retention factor. Team experiences in
upper-level courses could also benefit from earlier
team experiences. The purpose of this paper is to
describe and evaluate an early use of teams in the
second semester of our CS1 sequence. The instructional
methodology drew heavily upon the professional
practices of an agile software development model,
Extreme Programming. These professional practices
fostered the development of team skills during a
semester-long project in a closed lab. The evaluation
of our experience revealed aspects of the good, the
bad, and the ugly. Areas for improvement and future
work are also explained.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Beck:2005:CLT,
author = "Leland L. Beck and Alexander W. Chizhik and Amy C.
McElroy",
title = "Cooperative learning techniques in {CS1}: design and
experimental evaluation",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "470--474",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047495",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A set of cooperative learning exercises were designed
for use in a Java-based CS1 course. The exercises used
specific roles to focus students' attention on key
concepts of the Java language, and on key mental
processes of programming and problem solving. A
controlled experiment was conducted to evaluate the
effectiveness of this approach. The results show that
the cooperative learning experience had a significant
positive effect on student performance, and may have
been of special benefit to women and minority
students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fincher:2005:SSP,
author = "Sally Fincher",
title = "{SIGCSE} special projects showcase",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "475--476",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047360",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This session showcases the projects that have received
support from a SIGCSE Special Project Award in the
previous year.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nguyen:2005:DPP,
author = "Dung (`Zung') Nguyen and Mathias Ricken and Stephen
Wong",
title = "Design patterns for parsing",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "477--481",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047497",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We provide a systematic transformation of an LL(1)
grammar to an object model that consists of an object
structure representing the non-terminal symbols and
their corresponding grammar production rules, a union
of classes representing the terminal symbols (tokens).
We present a variant form of the visitor pattern and
apply it to the above union of token classes to model a
predictive recursive descent parser on the given
grammar. Parsing a non-terminal is represented by a
visitor to the tokens. For non-terminals that have more
than one production rule, the corresponding visitors
are chained together according to the chain of
responsibility pattern in order to be processed
correctly by a valid token. The abstract factory
pattern, where each concrete factory corresponds to a
non-terminal symbol, is used to manufacture appropriate
parsing visitors. Our object-oriented formulation for
predictive recursive descent parsing eliminates the
traditional construction of the predictive parsing
table and yields a parser that is declarative and has
minimal conditionals. It not only serves to teach
standard techniques in parsing but also as a
non-trivial exercise of object modeling for
objects-first introductory courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dewan:2005:TIO,
author = "Prasun Dewan",
title = "Teaching inter-object design patterns to freshmen",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "482--486",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047498",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The benefits of object-oriented programming apply only
to programs consisting of multiple objects.
Inter-object design patterns make it, in theory,
possible for beginning programmers to create
well-understood forms of such programs. However, their
descriptions have been targeted at experienced
programmers with knowledge, for instance, of the
implementation of compilers. We show that it is
possible to explain and motivate several of these
patterns including the iterator, model-view-controller,
model-interactor, observer, fa{\c{c}}ade, composite,
and factory patterns by showing them working ``in the
small'' in simple examples. We have effectively used
this approach to teach an undergraduate class including
several college freshmen and one high-school junior,
who were able to exercise the patterns ``in the
medium.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wick:2005:TDP,
author = "Michael R. Wick",
title = "Teaching design patterns in {CS1}: a closed laboratory
sequence based on the game of life",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "487--491",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047499",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Design patterns are an important element of today's
undergraduate curricula. However, their inherent
complexities often make them difficult for entry-level
students to even partially grasp. In this paper, we
describe the latest in our continuing efforts to build
educational materials appropriate for infusing design
patterns in entry-level computer science courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Weiss:2005:TDP,
author = "Stephen Weiss",
title = "Teaching design patterns by stealth",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "492--494",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047500",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Learning design patterns is tough, even for seasoned
programmers who have seen lots of programs and hence
have a sense for constructs that tend to recur.
Teaching design patterns to new programmers is even
tougher. As Asher Sterkin states, ``Teaching design
patterns in isolation is similar to studying a foreign
language with only a dictionary.'' [4]. It is far
better to try to teach design patterns using killer
examples to help motivate and illustrate each pattern.
I propose here something a little more radical: to
teach by stealth. With a small number of principles of
good program design, and using a running case study
that grows in complexity through the semester, we can,
through class discussions and exercises, ``invent''
programming solutions that turn out to be some of the
important design patterns. The official names and
definitions of the pattern [2, 3] are revealed only
after the fact, if at all.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Traynor:2005:SAA,
author = "Des Traynor and J. Paul Gibson",
title = "Synthesis and analysis of automatic assessment methods
in {CS1}: generating intelligent {MCQs}",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "495--499",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047502",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the use of random code generation
and mutation as a method for synthesising multiple
choice questions which can be used in automated
assessment. Whilst using multiple choice questions has
proved to be a feasible method of testing if students
have suitable knowledge or comprehension of a
programming concept, creating suitable multiple choice
questions that accurately test the students' knowledge
is time intensive. This paper proposes two methods of
generating code which can then be used to closely
examine the comprehension ability of students. The
first method takes as input a suite of template
programs, and performs slight mutations on each program
and ask students to comprehend the new program. The
second method performs traversals on a syntax tree of
possible programs, yielding slightly erratic but
compilable code, again with behaviour that students can
be questioned about. As well as generating code these
methods also yield alternative distracting answers to
challenge the students. Finally, this paper discusses
the gradual introduction of these automatically
generated questions as an assessment method and
discusses the relative merits of each technique.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boetticher:2005:UPA,
author = "Gary D. Boetticher and Wei Ding and Charles Moen and
Kwok-Bun Yue",
title = "Using a pre-assessment exam to construct an effective
concept-based genetic program for predicting course
success",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "500--504",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047503",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "There is a limit on the amount of time a faculty
member may devote to each student. As a consequence, a
faculty member must quickly determine which student
needs more attention than others throughout a semester.
One of the most demanding courses in the CS curriculum
is a data structures course. This course has a tendency
for high drop rates at our university. A pre-assessment
exam is developed for the data structures class in
order to provide feedback to both faculty and students.
This exam helps students determine how well prepared
they are for the course. In order to determine a
student's chance of success in this course, a Genetic
Program-based experiment is constructed based upon the
pre-assessment exam. The result is a model that
produces an average accuracy of 79 percent.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Soh:2005:DIA,
author = "Leen-Kiat Soh and Ashok Samal and Suzette Person and
Gwen Nugent and Jeff Lang",
title = "Designing, implementing, and analyzing a placement
test for introductory {CS} courses",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "505--509",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047504",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An introductory CS1 course presents problems for
educators and students due to students' diverse
background in programming knowledge and exposure.
Students who enroll in CS1 also have different
expectations and motivations. Prompted by the
curricular guidelines for undergraduate programs in
computer science released in 2001 by the ACM/IEEE, and
driven by a departmental project to reinvent the
undergraduate computer science and computer engineering
curricula at the University of Nebraska-Lincoln, we are
currently implementing a series of changes which will
improve our introductory courses. One key component of
our project is an online placement examination tied to
the cognitive domain that assesses student knowledge
and intellectual skills. Our placement test is also
integrated into a comprehensive educational research
design containing a pre- and post-test framework for
assessing student learning. In this paper, we focus on
the design and implementation of our placement exam and
present an analysis of the data collected to date.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Murphy:2005:MII,
author = "Laurie Murphy and Ren{\'e}e 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",
title = "A multi-institutional investigation of computer
science seniors' knowledge of programming concepts",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "510--514",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047505",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Research on learning suggests the importance of
helping students organize their knowledge around
meaningful patterns of information. This paper reports
on a multi-institutional study to investigate how
senior computer science majors articulate and organize
their knowledge of programming concepts using a
card-sorting technique adopted from knowledge
acquisition. We show that card-sorts are an effective
means of eliciting students' knowledge structures and
suggest they can also be used to help students organize
their knowledge throughout the curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Robbins:2005:ATS,
author = "Steven Robbins",
title = "An address translation simulator",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "515--519",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047507",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Virtual memory is a major topic in undergraduate
operating systems courses. One aspect of virtual
memory, address translation, is often covered in an
abstract way. When examples are given, only a piece of
the translation is done, using a small translation
lookaside buffer or a small single-level page table.
Since most students learn best by doing rather than
watching, the topic is best understood by having
students do realistic address translations. This is
problematic since it involves lookup from several large
tables of data which are difficult to fit on a piece of
paper. The address translation simulator described here
solves this problem by presenting the student with
complete page tables in a way that allows simple
navigation of these tables. The simulator can be used
for both teaching and student evaluation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nieh:2005:ETO,
author = "Jason Nieh and Chris Vaill",
title = "Experiences teaching operating systems using virtual
platforms and {Linux}",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "520--524",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047508",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Operating system courses teach students much more when
they provide hands-on kernel-level project experience
with a real operating system. However, enabling a large
class of students to do kernel development can be
difficult. To address this problem, we created a
virtual kernel development environment in which
operating systems can be developed, debugged, and
rebooted in a shared computer facility without
affecting other users. Using virtual machines and
remote display technology, our virtual kernel
development laboratory enables even distance learning
students at remote locations to participate in kernel
development projects with on-campus students. We have
successfully deployed and used our virtual kernel
development environment together with the open-source
Linux kernel to provide kernel-level project
experiences for over nine hundred students in the
introductory operating system course at Columbia
University.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adams:2005:CMC,
author = "Joel C. Adams and W. David Laverell",
title = "Configuring a multi-course lab for system-level
projects",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "525--529",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047509",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Having students modify an actual operating system
kernel or network protocol stack opens their eyes to
what is going on ``beneath the hood'' of a computer.
However student modifications to a system may result in
an unstable computer. Because of this, giving students
such experience has in the past required a lab and/or
computers dedicated to the students in the system-level
course, and computer science departments without such
dedicated facilities have been unable to provide their
students with system-level experience. In this paper,
we present two ways of giving students system-level
experience in a non-dedicated lab; one using commercial
software (VMware), and another using open-source
freeware (User Mode Linux Kernel).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCormick:2005:WBW,
author = "John W. McCormick",
title = "We've been working on the railroad: a laboratory for
real-time embedded systems",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "530--534",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047510",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a laboratory used to support a
junior level course in real-time embedded software
development. Thirteen years of data comparing
programming languages for a real-time systems course
are presented. Funding provided by the Maytag
Corporation and Rockwell-Collins makes it possible to
provide other schools with low cost electronics
necessary to duplicate this laboratory with a minimum
of effort.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lewandowski:2005:FCI,
author = "Gary Lewandowski and Elizabeth Johnson and Michael
Goldweber",
title = "Fostering a creative interest in computer science",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "535--539",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047512",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe activities undertaken at
our university to revise our computer science program
to develop an environment and curriculum which
encourages creative, hands-on learning by our students.
Our main changes were the development of laboratory
space, increased hands-on problem solving activities in
the introductory course, open-ended programming
projects in the early courses including a requirement
of an open-ended project extension for an A grade, and
the integration of a seminar into the senior project
requirement. Our results suggest that these changes
have improved student skill and willingness to deal
with new problems and technologies. An additional
surprising side-effect appears to be a dramatic
increase in retention over the first two years, despite
lower overall grade averages in those courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fenwick:2005:ICS,
author = "James B. {Fenwick, Jr.} and Barry L. Kurtz",
title = "Intra-curriculum software engineering education",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "540--544",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047513",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We have been funded by the National Science Foundation
to investigate the feasibility of distributing large
software engineering projects across the academic
curriculum (DUE 0127439). This paper reports on the
pedagogical aspects of the intra-curriculum methodology
we have developed including motivation, goals,
instructor responsibilities, and variations of the
approach. The paper also reports on three applications
of the methodology including lessons learned.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Coleman:2005:GDP,
author = "Ron Coleman and Mary Krembs and Alan Labouseur and Jim
Weir",
title = "Game design \& programming concentration within the
computer science curriculum",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "545--550",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047514",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes initiatives at Marist College to
develop a Game Concentration in the undergraduate
Computer Science curriculum. These initiatives
contemplate recommendations for existing courses as
well as adoption of new courses. We also consider
activities of the Association of Computing Machinery
(ACM) in this area and opportunities for students
beyond the classroom.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kay:2005:IFC,
author = "David G. Kay and Andr{\'e} van der Hoek and Debra J.
Richardson",
title = "Informatics: a focus on computer science in context",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "551--555",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047515",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Because the field of computer science has broadened so
much in recent years, traditional degree programs are
becoming crowded with new courses, each introducing its
own ``essential'' topic. However, with more and more
such courses, it is no longer possible to cover every
topic in a single, coherent, four-year program. Many
alternative approaches are available to address this
situation. At UC Irvine, we have chosen a solution in
which we offer four coordinated degree programs: a B.S.
in Computer Science \& Engineering, a conventional B.S.
in Computer Science, a new B.S. in Informatics, and a
broad overview B.S. in Information and Computer
Science. Of these, the B.S. in Informatics is the most
innovative, focusing on software and information
design. Context plays a particularly strong role in our
B.S. in Informatics: Placing software development in
context is critical to the delivery of successful
solutions, and we educate our students accordingly. We
present our definition of informatics, detail our
curriculum, describe its pedagogical characteristics
and objectives, and conclude with some critical
observations regarding informatics and its place in
computer science education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2005:RPE,
author = "David Ginat and Richard Anderson and Daniel D. Garcia
and Richard Rasala",
title = "Randomness and probability in the early {CS} courses",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "556--557",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047361",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Randomness and probability are essential notions in CS
studies. They are invoked and employed in diverse
courses at different levels. Although a structured
course on these notions does not usually appear early
in the curriculum, students and educators may benefit
from their encapsulation already in CS0 and CS1. The
special session will involve motivation, demonstration,
and discussion with the audience of the assets of such
an encapsulation. Attending CS educators will enrich
their teaching perspectives, pedagogical tools, and
assignment repertoires.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Beidler:2005:MFD,
author = "Jack Beidler and Hilary Holz and Ken Yasuhara and
Evans J. Adams",
title = "The many facets of diversity",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "558--559",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047517",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The panelists approach diversity from different points
of view and experiences to produce a positive and
productive foundation for an open discussion on the
many facets of diversity, it potential, and positive
impact on our profession.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Zweben:2005:CAN,
author = "Stu Zweben and Han Reichgelt and Gayle Yaverbaum",
title = "Computing accreditation: a new criteria structure and
new flexibility",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "560--561",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047345",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Computing Accreditation Commission (CAC) of ABET
has proposed changes in the structure of the criteria
used to accredit computer science and information
systems programs. The new structure combines, into
so-called ``general criteria,'' components of criteria
that apply to any computing program accredited by CAC.
Individual program areas will supply criteria that only
apply to that specific program area, to supplement the
general criteria. The new criteria format allows CAC to
accredit additional program areas, such as information
technology. In fact, program criteria for information
technology also have been proposed. This session will
discuss the new criteria structure, including the
proposed general and program criteria, changes to
existing criteria, and the timetable for implementation
of the new structure.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Klawe:2005:INW,
author = "Maria Klawe",
title = "Increasing the number of women majoring in computer
science: what works?",
journal = j-SIGCSE,
volume = "37",
number = "1",
pages = "562--562",
month = mar,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1047124.1047346",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:13 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This talk examines approaches taken at a variety of
universities and colleges to increase the number of
women majoring in computer science. We also discuss the
new National Center for Women in Information Technology
and its role as a repository for best practices.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ralston:2005:DWN,
author = "Anthony Ralston",
title = "Do we need {ANY} mathematics in computer science
curricula?",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "6--9",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083433",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Ralston05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Do we need math in CS? Silly question, isn't it? Just
look at all the computer science curricula ever
proposed, most recently CC2001, the ACM-IEEE/CS effort
[1]. Mathematics plays a significant role in all of
them. So why even pose the question? Well, bear with
me.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2005:PSW,
author = "C. Dianne Martin",
title = "Preparing the {STEM} workforce of the 21$^s t$
century: report on a report",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "10--11",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083435",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Martin05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Just hot off the press is the final report of an
NSF-funded workshop entitled, ``Preparing the STEM
Workforce of the 21$^{st}$ Century: Broadening
Participation through a Comprehensive, Integrated
System.'' This report summarizes discussions and
recommendations resulting from a workshop convened last
year at the National Science Foundation to examine
issues surrounding the development of a diverse and
well-prepared science and engineering workforce for the
21$^{st}$ century. STEM is the acronym for the major
disciplines funded by NSF: Science (including the
social sciences), Technology, Engineering, and
Mathematics. The report is a worthwhile read for all CS
educators concerned about increasing the diversity of
the CS student population.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Williams:2005:RS,
author = "Michael R. Williams",
title = "Reflections on standards",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "11--12",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083437",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Williams05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Today we use our computers, add extra peripherals and
install software without much thought as to whether
they will work as advertised. When we are using a
windows-style interface, even with an unfamiliar bit of
software, we naturally expect to find the ``save''
command as part of the drop-down ``file'' menu and some
form of help will always be available as the right-most
menu item. A few years ago I was in China to give a
conference presentation and had to help a fellow
presenter set up a computer for his PowerPoint talk the
next day. Our hosts had kindly provided us with a
computer, but all the menus were in Chinese. It was
only the fact that we knew where to look in the
drop-down menus for the standard facilities that
enabled us to (with only a slight problem) get his
presentation ready for the next session.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2005:CLC,
author = "Tony Clear",
title = "Comprehending large code bases --- the skills required
for working in a ``brown fields'' environment",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "12--14",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083439",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Clear05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "In the search for answers to the effective teaching of
programming at the beginner level, we are now seeing
broader programs of research investigate the
distinctions between reading, comprehending and writing
small programs [1], [2]. In New Zealand we have joined
this work with the ``Bracelet'' project, in which
multiple institutions will investigate how students
comprehend small computer programs. We hope this may
help answer critical teaching and assessment
questions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2005:GC,
author = "Raymond Lister",
title = "Grand challenges",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "14--15",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083441",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Lister05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "A recent paper in the (British) Computer Journal [1]
described the ``Grand Challenges'' for Computing
Education [1]. With student numbers falling worldwide,
this certainly is a challenging period for our
discipline. The paper is timely and worthwhile reading.
It discusses several problems facing the discipline,
but in a positive way, by attempting to identify the
solutions to those problems. This column will
concentrate on some of the problems/solutions from that
paper that might be answered via education research.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2005:MCT,
author = "Henry MacKay Walker",
title = "Mathematics and {CS} topics in the {CS} classroom",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "15--17",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083443",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Walker05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Tony Ralston and Peter Henderson have written columns
for this issue discussing mathematics for computer
science. This column considers possible implications
for the classroom. While the ideas in this column are
not particularly new, perhaps they will stimulate
discussion.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2005:ADT,
author = "Robert D. Campbell",
title = "Associate-degree transfer curriculum in software
engineering",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "17--18",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083445",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Campbell05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "In 2004, curricular guidelines for undergraduate
programs in Software Engineering were published under
the title Software Engineering 2004: Curriculum
Guidelines for Undergraduate Degree Programs in
Software Engineering. That report, together with
accompanying materials, can be found at
http://www.computer.org/education/. That work was the
result of a joint task force of the IEEE-CS and the
ACM; this task force included Beth Hawthorne, a member
of the ACM Two-Year College Education Committee.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Popyack:2005:HSC,
author = "Jeffrey L. Popyack",
title = "Honor societies, college and service",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "18--20",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083447",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Popyack05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Greetings! A session I attended at the 2005 annual
meeting of the Association of College Honor Societies
(ACHS) [1] came at a critical juncture. It has
stimulated some serious thought on my part about
service learning, the role of service in the college
curriculum, and what it might mean for computer science
educators in particular.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2005:MC,
author = "Peter B. Henderson",
title = "Mathematics in the curricula",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "20--22",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083449",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Henderson05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Please take a few minutes to read Tony Ralston's
excellent editorial ``Do We Need ANY Mathematics in
Computer Science Curricula?'' in this issue of inroads.
His editorial, in conjunction with another excellent
document ``Computing Curricula 2004 Overview Report''
[1], are very timely. Tony talks about the historical
perspective of mathematics in CS/SE education and
direction in which we might head. The CC2004 Overview
Report presents the current state of curricula for
computing disciplines. Both complement and reinforce
each other in several ways.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2005:TE,
author = "David Ginat",
title = "Tuple enumeration",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "22--23",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083451",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Ginat05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "The editorial of this inroads issue elaborates on the
need of mathematics in the CS curricula. Tony Ralston
refers to both the general notion of math in CS and the
particular courses of calculus and discrete
mathematics. This column adds a related facet.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2005:WCS,
author = "Nick Parlante",
title = "What is computer science?",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "24--25",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083453",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Parlante05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "I've been thinking about the meaning of the January
``What is CS'' thread on the SIGCSE email list. Like
many of you, I got behind reading it, and in the back
of my mind, I was afraid as I caught up that it might
degenerate into that special hell demonstrated on so
many newsgroup and Slashdot threads --- a
``discussion'' gradually dominated by the most polar,
loud, and least self-disciplined contributors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Impagliazzo:2005:MOC,
author = "John Impagliazzo",
title = "Meet our columnists for this issue",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "26--26",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083455",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Impagliazzo05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McConnell:2005:ACLa,
author = "Jeffrey J. McConnell",
title = "Active and cooperative learning: tips and tricks (part
{I})",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "27--30",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083457",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#McConnell05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Information about the value of active and cooperative
learning for students does not typically provide hints
for making it work in the classroom. This and
subsequent articles in this series will discuss tips
and tricks that help to make classroom activities
successful. This first article gives a brief background
on active and cooperative learning. The background for
dramas or kinesthetic learning activities that get
students to physically act out a concept or algorithm
are also discussed along with some example activities
of this type.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Samaka:2005:UFP,
author = "M. Samaka",
title = "Using a faculty portfolio in the distinction of
teaching",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "31--35",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083458",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Samaka05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "In this paper a faculty portfolio in the computer
science discipline is being designed and used in
teaching summative evaluation. As an example model, the
paper presents an academic portfolio that intends to
contain the author's major achievements in teaching at
a university level. The portfolio was submitted for the
faculty distinction award in teaching at UAE University
in United Arab Emirates. The structure of the portfolio
was carefully designed according to a suggested
evaluation criteria model concluded throughout an
investigation study conducted by the author of this
paper. The structure also meets the summative rating
process for the faculty distinction award in teaching
at UAE University.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hu:2005:AIS,
author = "Chenglie Hu",
title = "{$2$D} array implementation of sorted lists",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "36--40",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083459",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Hu05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "The ideas and key algorithms of a sorted list data
structure based on a 2-dimensional ($2$D) array
container are presented. It is shown that with an
appropriately chosen number of rows, the efficiency of
insertion and deletion is much improved compared to
traditional approaches of using $1$D arrays or linked
structures. Yet, the binary search capability is
retained. While such a data structure may deserve
further exploration for its practical merit, its real
value may well be in data structure classes, where the
implementations and related issues provide sources for
challenging projects. In addition, the implementation
also provides a good example in understanding $2$D
arrays implemented as array of arrays in an
object-oriented language.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Warms:2005:PNM,
author = "Tom M. Warms",
title = "The power of notation: modeling pointer operations",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "41--45",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083460",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Warms05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "A system of notations for tracing programs devised by
the author is shown to be of use in modeling operations
on pointers. Typical examples using linked lists are
provided.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rolfe:2005:LPS,
author = "Timothy J. Rolfe",
title = "List processing: sort again, naturally",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "46--48",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083461",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Rolfe05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "This paper discusses a possible student project for
use within the Data Structures and Algorithms treatment
of linked lists. Students can explicitly compare the
recursive list-oriented MergeSort algorithm with
iterative list-oriented MergeSort algorithms (with $
O(n) $ space overhead) including the ``Natural
MergeSort.'' The author's experimental results are
shown for implementations in C and in Java.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Savidis:2005:ITI,
author = "Anthony Savidis",
title = "Introductory teaching of imperative programming
through an anthropomorphic computation model",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "49--53",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083462",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Savidis05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "The introduction to imperative programming for
computer science students that possess little or no
programming knowledge, involves many teaching
challenges to effectively deliver concepts such as
algorithm, computation, program variable and program
instruction. In this process, students are required to
record and assimilate many new concepts and to
manipulate symbols and rules having no evident
real-world analogy. In this context, we have designed a
programming language called Flip (i.e., {\em F}ront-end
{\em l}anguage for {\em i}ntroduction to {\em
p}rogramming) having a runtime model that reflects a
real-world computation metaphor we call the
``computational servant''. All Flip instructions and
definitions are documented as well-defined
``bureaucratic-style'' activities performed by the
servant, involving typical office objects like pencil,
notebook, eraser, clips, rolling paper and post-it
labels. The key metaphoric characteristic of the Flip
language is that it ``uses'' a traditional notebook
with numbered pages and rows to store program content
(including variables), while programs written in the
Flip language can be directly compiled and run using a
standard C++ compiler (as far as the Flip header file
is included).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lorenzen:2005:TGC,
author = "Torben Lorenzen and Joseph Michaud",
title = "Teach {$2$D} graphics concepts with an {OpenGL}
graphing program",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "54--55",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083463",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#LorenzenM05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "The authors present an OpenGL program that draws a
sheet of interactive graph paper on the computer
screen. Examples are given illustrating how the program
is used to teach $2$D concepts in the beginning of a
graphics course. The students in this course also code
the program over a five week period. The student
assignments and the graphing program are available via
internet download.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shaffer:2005:LOP,
author = "Steven C. Shaffer",
title = "{Ludwig}: an online programming tutoring and
assessment system",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "56--60",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083464",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Shaffer05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "An online programming tutoring and assessment system
is described, and the results of a preliminary study
are presented. Ten students in an introductory C++
programming course used the system; both qualitative
and quantitative data were collected and suggest that a
future large-scale implementation will yield beneficial
results",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Manolopoulos:2005:NRC,
author = "Yannis Manolopoulos",
title = "On the number of recursive calls of recursive
functions",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "61--64",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083465",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Manolopoulos05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "The advantages and disadvantages of recursion are
early introduced to students. Simplicity in coding but
time and space inefficiency during execution are the
main characteristics. In many occasions, recursive
formulae lead to recursive functions/procedures that
are highly inefficient as calls with the same
parameters are executed several times. Here, we
elaborate on a previous report [2], where a generalized
analysis is carried out to derive the number of
recursive calls of a recursive formula, the calculation
of the Fibonacci numbers in particular. Here we
re-examine the problem using a different and simpler
approach, which generalizes as well.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wiseman:2005:AND,
author = "Yair Wiseman",
title = "Advanced non-distributed operating systems course",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "65--69",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083466",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Wiseman05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "The use of Non-Distributed Operating Systems is very
common and old. Many researchers feel that this field
of research is outmoded, and therefore put their
efforts into Distributed Operating Systems. Advanced
Operating Systems courses generally include an overview
of the topical issues of research in the Operating
System field. Many instructors prefer using Distributed
Operating Systems subjects in order to give their
students the contemporary research atmosphere. This
encourages graduate students to research Distributed
Operating Systems topics. We suggest that
Non-Distributed Operating Systems is still an important
field worthy of being expanded in graduate courses. An
example for such a course is given. This course has
been successfully taught in Bar-Ilan University during
2004.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tegos:2005:LTM,
author = "Georgios K. Tegos and Diana V. Stoyanova and Kolyo Z.
Onkov",
title = "{E}-learning of trend modeling in a
{Web}-environment",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "70--74",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083467",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#TegosSO05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "A general scheme of the e-learning system for trend
modeling is presented. Random Number Generator
determines the length of time series extracted from the
HTML-presented Fishery Time Series (FTS) database. The
developed Web-environment combines computing and
training components. The computing part covers the
access to the database and the statistical computation
procedures. The training part provides help and advice
by the conducted dialogue between the student and the
computer. Network resources are effectively shared to
ensure fast communication between the server and the
client computers. Programming techniques have been
developed for the management of the training process.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hazzan:2005:PDW,
author = "Orit Hazzan",
title = "Professional development workshop for female software
engineers",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "75--79",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083468",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Hazzan05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "This article presents a perspective on the
professional development of software engineers, with a
focus on women in the field. Specifically, a
professional development workshop for female software
engineers is presented. The article starts by
explaining the need for such a workshop. Then, the
workshop purpose and objectives, workshop structure,
workshop activities and a possible workshop format are
presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lewis:2005:CSD,
author = "Tracy L. Lewis and Wanda J. Smith",
title = "The computer science debate: it's a matter of
perspective",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "80--84",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083469",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#LewisS05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "This paper examines some of the ongoing identity
challenges for the computer science community:
definition, purpose, pedagogy, and curriculum drivers.
This research contends that there are three primary
social theories driving one's perspective of computer
science: resource based theory, resource dependency
theory, and social exchange theory. A conceptual
framework is presented that examines the likely
definition, purpose, pedagogy, and curriculum drivers
for each perspective. The framework was evaluated in a
qualitative study using the e-mails threads from a
discussion on the SIGCSE listserv. The results of this
study and the implications of future of computer
science are discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Olivieri:2005:HSE,
author = "Lisa M. Olivieri",
title = "High school environments and girls' interest in
computer science",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "85--88",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083470",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Olivieri05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "This paper presents a brief literature review of the
involvement of women in computer science, of high
school computer science curricula, and of an increasing
interest in single-sex education. A study was conducted
to determine if the high school environment is a factor
in encouraging girls' interest in and attitude toward
computers. A description of the study and its results
are discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moritz:2005:DFC,
author = "Sally H. Moritz and Glenn D. Blank",
title = "A design-first curriculum for teaching {Java} in a
{CS1} course",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "89--93",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083471",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#MoritzB05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Pedagogies for teaching object-oriented programming in
an introductory course are still under much debate. We
present a design-first approach, which teaches
problem-solving techniques using elements of UML.
Objects are still introduced early in the curriculum.
We also present two tools to support our curriculum:
multimedia courseware to help students learn the basic
concepts of objects and classes, and an IDE that
includes both a UML interface and interactive tools to
allow easy experimentation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{James:2005:ESP,
author = "Richard H. James",
title = "External sponsored projects: lessons learned",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "94--98",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083472",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#James05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Although student experience with large-scale software
development projects contributes significantly to their
education, the burden of managing projects for external
sponsors can be equally significant for the faculty.
While sponsored projects provide more real-world
experiences, can the additional demands on the faculty
be too much? This paper explores the lessons we have
learned over six years of faculty experience with
sponsored projects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Howles:2005:CAF,
author = "Trudy Howles",
title = "Community and accountability in a first year
programming sequence",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "99--102",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083473",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Howles05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "The paper documents the partial results of a
multi-year study of first-year students enrolled in an
introductory programming sequence. Key components of
this project focus on transitioning the course from a
lecture to a studio environment, the formation of a
student cohort based on skill level and initiatives to
encourage a higher level of student accountability and
success. This paper focuses on the experiences in
implementing the cohort, establishing a course support
system for students and modifying the attendance
policy. Also discussed are initiatives to improve
accountability and build student confidence through
collaborative learning and a sense of community.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Beaubouef:2005:WHA,
author = "Theresa Beaubouef and John Mason",
title = "Why the high attrition rate for computer science
students: some thoughts and observations",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "103--106",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083474",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#BeaubouefM05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "This paper investigates the possible causes for high
attrition rates for Computer Science students. It is a
serious problem in universities that must be addressed
if the need for technologically competent professionals
is to be met.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shumba:2005:URR,
author = "Rose Shumba",
title = "{Usability of Rational Rose} and {Visio} in a software
engineering course",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "107--110",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083475",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Shumba05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Rational Rose (Rose) and Microsoft Visio (Visio) are
the two commonly used UML modeling tools in software
engineering courses. In the fall of 2002, a project to
evaluate the usability of Rose and Visio for UML
modeling in an undergraduate software engineering class
was started. Through a questionnaire survey, student
experiences of using Rose and Visio for UML modeling
were collected and analyzed. This paper outlines our
findings from the research project, tool features,
diagram creation, available documentation,
multi-tasking ability and produced output.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bruce:2005:CHT,
author = "Kim B. Bruce",
title = "Controversy on how to teach {CS} 1: a discussion on
the {SIGCSE}-members mailing list",
journal = j-SIGCSE,
volume = "37",
number = "2",
pages = "111--117",
month = jun,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1083431.1083477",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:18 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Bruce05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "A discussion took place on the SIGCSE mailing list in
late March of 2004 that raised important issues on how
to teach introductory courses using Java. This article
attempts to summarize several of the important points
raised during this discussion, among them whether or
how objects should be taught early or late in a CS 1
course, or indeed, whether object-oriented languages
should be postponed until a second course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Weizenbaum:2005:IIS,
author = "Joseph Weizenbaum",
title = "Information in the information society",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "1--1",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067447",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The title of this talk is deliberately misleading: I
really want to talk about misinformation.. Most
citizens in what we laughingly call an ``information
society'' derive most of what they know about their
world from the mass media, for example from television,
newspapers, more recently and increasingly from the
World Wide Web and other such sources. But while it is
true that the content of the mass media as a whole is
from 90 to 95\% trash, it is a mistake to blame the
media establishment alone for the peoples' miserable
state of world knowledge. Where, after all, is
information created, where does it come from? The media
delivers not ``news'', not ``information'', it delivers
messages (signals) that, in order to produce
information, must first be converted by the work of
interpretation. That labor can be done only by (in the
present context) the human mind. Information =
interpretation (signals).Information theory teaches
that messages have no information content, their
interpretation does. And, what is most important, an
interpretation of a message is a function of the state
(or, in other words, the expectations) of the receiver!
It follows that understanding a message, say the
``news'' delivered on television, involves the existing
state of knowledge of the viewer, hence his or her
education, socialization, indeed, in principle his
whole life history. For us as educators, also as
computer scientists, this implies that we must be
attentive to the ``state of the receiver''. We must be
attentive to the forces that influence the ability of
our students to make sense of the signals they receive
from us, from the media and from the rest of their
world. We must teach them to think critically, and this
foremost by means of our own example.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Luque:2005:ERW,
author = "Emilio Luque",
title = "Is evolution or revolution the way for improving the
teaching methodology in computer science?",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "2--2",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067448",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Klawe:2005:CIC,
author = "Maria Klawe",
title = "Changing the image of computer science: a {North
American} perspective in conversation with {Europe}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "3--3",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067449",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Marrero:2005:TFE,
author = "Will Marrero and Amber Settle",
title = "Testing first: emphasizing testing in early
programming courses",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "4--8",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067451",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The complexity of languages like Java and C++ can make
introductory programming classes in these languages
extremely challenging for many students. Part of the
complexity comes from the large number of concepts and
language features that students are expected to learn
while having little time for adequate practice or
examples. A second source of difficulty is the emphasis
that object-oriented programming places on abstraction.
We believe that by placing a larger emphasis on testing
in programming assignments in these introductory
courses, students have an opportunity for extra
practice with the language, and this affords them a
gentler transition into the abstract thinking needed
for programming. In this paper we describe how we
emphasized testing in introductory programming
assignments by requiring that students design and
implement tests before starting on the program itself.
We also provide some preliminary results and student
reactions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Truong:2005:LPT,
author = "Nghi Truong and Peter Bancroft and Paul Roe",
title = "Learning to program through the {Web}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "9--13",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067452",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer-based tutoring systems which assist students
in solving introductory programming problems have
significant potential for improving the quality of
programming education and reducing the instructor's
work load. The innovative Environment for Learning to
Program (ELP) provides an interactive web-based
environment for teaching programming to first year
Information Technology students at Queensland
University of Technology (QUT). ELP allows students to
undertake programming exercises by ``filling in the
gaps'' of a partial computer program presented in a web
page and to receive guidance in getting their programs
to compile and run. Feedback on quality and correctness
is provided through a program analysis framework.
Students are given the opportunity to produce working
programs at the early stages of their course without
the need to familiarize themselves with a complex
program development environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lahtinen:2005:SDN,
author = "Essi Lahtinen and Kirsti Ala-Mutka and Hannu-Matti
J{\"a}rvinen",
title = "A study of the difficulties of novice programmers",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "14--18",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067453",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Programming is related to several fields of
technology, and many university students are studying
the basics of it. Unfortunately, they often face
difficulties already on the basic courses. This work
studies the difficulties in learning programming in
order to support developing learning materials for
basic programming courses. The difficulties have to be
recognized to be able to aid learning and teaching in
an effective way. An international survey of opinions
was organized for more than 500 students and teachers.
This paper analyses the results of the survey. The
survey provides information of the difficulties
experienced and perceived when learning and teaching
programming. The survey results also provide basis for
recommendations for developing learning materials and
approaches.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hood:2005:TPL,
author = "Cynthia S. Hood and Dennis J. Hood",
title = "Teaching programming and language concepts using
{LEGOs\reg}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "19--23",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067454",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we describe an innovative method for
using LEGO\reg{} bricks to teach programming and other
computing concepts. LEGO\reg{} bricks are used to
express a special purpose language to build creations
out of LEGOs\reg{}. Using this language, students can
execute and create programs. Both fundamental and more
advanced concepts can be taught. The use of LEGOs\reg{}
increases the tactile and kinesthetic aspects of the
learning experience and helps to make abstract concepts
more concrete. We have used this method to teach a
variety of concepts to college freshmen, K-12 teachers,
and K-12 students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dick:2005:SIT,
author = "Martin Dick",
title = "Student interviews as a tool for assessment and
learning in a systems analysis and design course",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "24--28",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067456",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper examines the use of student interviews as a
means of assessment for systems analysis and design
assignments and as a means of providing feedback to
students on their performance in the assignment. It
uses student feedback from 510 student surveys gathered
from Semester 1 2001 to Semester 2 2003 to assess the
opinion of students on the use of interviews and
describes the lessons learnt about this form of
assessment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davis:2005:RLC,
author = "Hugh C. Davis and Su White",
title = "A research-led curriculum in multimedia: learning
about convergence",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "29--33",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067457",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Traditional teaching methods have acknowledged
limitations. Lectures may be used to transmit
information efficiently, but often fail to motivate
students to engage with the subject. Coursework
assessments and examinations may lack authenticity and
thus fail to help students develop 'real world' skills
even though they ensure technical competence. This
paper presents a teaching innovation motivated from a
social constructivist perspective whereby
undergraduates researched, reviewed, and presented
their papers at a one day conference, by way of
preparing for a written examination. The paper presents
theory supporting this change, our experiences from
running the course, and improvements in learning we
observed. We identify the value of undergraduate
conferences beyond serving as a vehicle for
communication skills. We identify an approach which
engages learners and realizes higher level learning
objectives by using authentic activities. The process
has identified a 'research-led' approach which
clarifies the similarity between research processes and
effective independent learning strategies and is valued
by students, faculty and stakeholders alike.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chen:2005:RIS,
author = "Tzu-Yi Chen and Stephen Cooper and Robert McCartney
and Leslie Schwartzman",
title = "The (relative) importance of software design
criteria",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "34--38",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067458",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We study how the relative values placed on a variety
of software design criteria differs between beginning
students, advanced students, and educators. We also
consider how these values change depending on the
specific design situation. Statistical analysis of data
collected from over 300 subjects reveals relatively
small differences between the two student populations
and significant differences between educators and
students. In addition to often valuing different
criteria, educators also value criteria more
consistently across the design situations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cox:2005:PHA,
author = "David Cox",
title = "A pragmatic {HCI} approach: engagement by reinforcing
perception with functional design and programming",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "39--43",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067459",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In order to provide effective human interaction with a
computer interface, the design process must consider
human cognitive factors. From an educational
perspective, this area encompasses a range of issues
which, because of academic time constraints, might be
difficult to focus on, particularly if practical design
and implementation are part of the syllabus. The paper
describes how focusing on one area of perception with
unusual and challenging perceptual images promoted
quick interface design, provided stimulation for
programming a working interface and highlighted the
value of factors such as perception and affordance in
the design of screen objects. A later formal series of
questions revealed that learners saw the importance of
human factors and the relevance of such issues in the
design process as well as providing an incentive for
programming a working model.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Oechsle:2005:DDA,
author = "Rainer Oechsle and Tim Gottwald",
title = "{DisASTer} (distributed algorithms simulation
terrain): a platform for the implementation of
distributed algorithms",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "44--48",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067461",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "DisASTer (Distributed Algorithms Simulation Terrain)
is a platform for the implementation of distributed
algorithms. It provides a Java class library that eases
the programming of distributed algorithms in Java.
Moreover, DisASTer constitutes an execution environment
that enables the user to specify interactively a
topology at runtime. It allows the user to control the
execution of the algorithm (start, stop, suspend,
resume, go back and forth). In addition, the execution
of a distributed algorithm can be observed through some
built-in visualization panels (topology view, sequence
view, message queue view). DisASTer supports the
implementation of further application-specific views.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goldweber:2005:KPM,
author = "Michael Goldweber and Renzo Davoli and Mauro
Morsiani",
title = "The {Kaya OS} project and the $ \mu ${MPS} hardware
emulator",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "49--53",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067462",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Ideally, the most meaningful learning experience for
students in an undergraduate OS course would be to
develop fully-functional OS's on their own. This can be
accomplished using $ \mu $MPS, a hardware emulator for
a pedagogically undergraduate-appropriate hardware
architecture, along with Kaya, a specification for a
multi-layer OS supporting multiprocessing, VM, thread
synchronization, external devices (disks, terminals,
tape, printers, and network interfaces) and a file
system. Traditional OS projects like Nachos[3] or
OS/161[9] provide students with a significant starting
code base. Students then modify existing OS modules or
add new ones. With $ \mu $MPS/Kaya students undergo an
innovative and pedagogically different experience of
starting only with a hardware emulator (i.e., no
initial OS code base for students to build on/replace)
and ending with a completely student written OS capable
of running student written C programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jimenez-Diaz:2005:SBU,
author = "Guillermo Jim{\'e}nez-D{\'\i}az and Mercedes
G{\'o}mez-Albarr{\'a}n and Marco A. G{\'o}mez-Martin
and Pedro A. Gonz{\'a}lez-Calero",
title = "Software behaviour understanding supported by dynamic
visualization and role-play",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "54--58",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067464",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Visualization techniques are commonly used in computer
science, particularly for understanding the
interactions intrinsic in the object-oriented paradigm.
The visualization effectiveness improves if the student
takes an active role during the learning process. In
this paper we propose an active learning approach that
lies in using role-play simulations in a virtual $3$D
environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kolling:2005:GPI,
author = "Michael K{\"o}lling and Poul Henriksen",
title = "Game programming in introductory courses with direct
state manipulation",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "59--63",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067465",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "While the introduction of object-oriented programming
slowly moves down the age groups --- starting from
advanced university courses, to introductory courses,
and now into high schools --- many attempts are being
made to make object-oriented programming introduction
less abstract and theoretical. Visualisation and
interaction techniques are being applied in an attempt
to give students engaging and concrete experiences with
objects. Recently, the greenfoot environment has been
proposed as another step in this development. In this
paper, we describe new functionality in the greenfoot
environment, especially the addition of user
interaction programming via direct state manipulation.
Direct state manipulation provides very low overhead
graphical I/O handling at a level that makes it
feasible to guide students to simple graphical game
programming within a few weeks, while concentrating on
fundamental object-oriented concepts in the structure
of the program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Perrenet:2005:ESU,
author = "Jacob Perrenet and Jan Friso Groote and Eric
Kaasenbrood",
title = "Exploring students' understanding of the concept of
algorithm: levels of abstraction",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "64--68",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067467",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "How do we know if our students are beginning to think
like computer scientists? In this study we have defined
four levels of abstraction in the thinking of computer
science students about the concept of algorithm. We
constructed a list of questions about algorithms to
measure the answering level as an indication for the
thinking level. This list was presented to various
groups of Bachelor Computer Science students. The mean
answering level increased between successive year
groups as well as within year groups during the year,
mainly from the second to the third level. Little
relation was found between answering levels and test
results on algorithm oriented courses. The study was
inspired by the tradition of mathematics education
research.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chinn:2005:PAA,
author = "Donald Chinn",
title = "Peer assessment in the algorithms course",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "69--73",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067468",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Peer assessment has the potential to encourage and
enhance critical thinking skills and to help students
progress toward a learning model where evidence, rather
than the proclamations of an Authority, is the basis
for understanding. This paper describes the use of peer
assessment in the algorithms course. Our results
indicate that students are able to apply assessment
skills to more complex problems as the course proceeds,
that there is a high correlation between the quality of
their assessments and their performance in non-peer
assessment course activities, and that in their
assessments students tend to identify high-level errors
more frequently than low-level errors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Haberman:2005:IRA,
author = "Bruria Haberman and Haim Averbuch and David Ginat",
title = "Is it really an algorithm: the need for explicit
discourse",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "74--78",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067469",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The notion of an algorithm is fundamental in computer
science. Yet, it is not always fully conceived by
novices. This paper focuses on a particular facet of
algorithm conception --- the relationship between an
algorithmic problem, its analysis, and its desired
algorithmic solution. The paper displays evidence that
novices demonstrate cognitive obstacles regarding the
notion of an algorithm, which relate to a
process-object duality phenomena [13] and inadequate
classroom norms of communication.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goldwasser:2005:PSU,
author = "Michael H. Goldwasser and David Letscher",
title = "Providing students universal access to a centralized,
graphical computing environment",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "79--83",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067470",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We investigate the use of a thin-client based
configuration in providing students with universal
access to a centralized, graphical computing
environment. The primary goal is to enable students to
work effectively from arbitrary locations and computing
platforms, while always interacting with the consistent
environment seen in tightly controlled labs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ahmadzadeh:2005:APD,
author = "Marzieh Ahmadzadeh and Dave Elliman and Colin
Higgins",
title = "An analysis of patterns of debugging among novice
computer science students",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "84--88",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067472",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The process by which students learn to program is a
major issue in computer science educational research.
Programming is a fundamental part of the computer
science curriculum, but one which is often problematic.
It seems to be difficult to find an effective method of
teaching that is suitable for all students. In this
research we tried to gain insights into ways of
improving our teaching by a careful examination of
students' mistakes. The compiler errors that were
generated by their programs together with the pattern
that was observed in their debugging activities formed
the basis of this research. We discovered that many
students with a good understanding of programming do
not acquire the skills to debug programs effectively,
and this is a major impediment to their producing
working code of any complexity. Skill at debugging
seems to increase a programmer's confidence and we
suggest that more emphasis be placed on debugging
skills in the teaching of programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Eckerdal:2005:NJP,
author = "Anna Eckerdal and Michael Thun{\'e}",
title = "Novice {Java} programmers' conceptions of ``object''
and ``class'', and variation theory",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "89--93",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067473",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Problems with understanding concepts, so called
misconceptions, have been investigated and reported in
a number of studies regarding object-oriented
programming [4], [3]. In a first programming course
using an object-oriented language, it is of great
importance that students get a good understanding of
central concepts like object and class at an early
stage of their education. We have, with a
phenomenographic research approach, performed a study
with first year university students, investigating what
an understanding of the concepts object and class
includes from a student perspective. By applying
variation theory [8] to our results we are able to
pin-point what the students need to be able to discern
in order to gain a ``rich'' understanding of these
concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Christensen:2005:IPT,
author = "Henrik Baerbak Christensen",
title = "Implications of perspective in teaching objects first
and object design",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "94--98",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067474",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "There are an increasing number of books published on
the important topics of ``object-oriented programming''
and ``object-oriented design'' for use in education.
However, object-orientation can be viewed from a number
of different perspectives---each perspective having its
benefits and liabilities. A perspective has a strong
influence on the kind of designs students can and will
produce, the kind of domains that are easy or difficult
to analyze, and the kind of frame of reference in which
design techniques are understood and applied. In this
paper we argue that most books make an implicit choice
of perspective with the unfortunate effect that our
students leave our courses with limited design
abilities. We present a coarse-grained classification,
discuss implications of perspective in a teaching
context, and illustrate consequences using a small case
study. Our main point is that teachers should be aware
of the different perspectives, and that all
perspectives are important for students to achieve high
quality designs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moritz:2005:OFD,
author = "Sally H. Moritz and Fang Wei and Shahida M. Parvez and
Glenn D. Blank",
title = "From objects-first to design-first with multimedia and
intelligent tutoring",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "99--103",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067475",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "``Objects-first'' is an increasingly popular strategy
for teaching object-oriented programming by introducing
the concepts of objects, classes, and instances before
procedural elements of a programming language. Still,
this approach emphasizes coding rather than other
critical aspects of software development, notably
problem-solving and design. We propose a
``design-first'' curriculum, which subsumes an
objects-first approach into lessons that also introduce
object-oriented analysis and design, using elements of
UML before implementing any code. We also present CIMEL
ITS, an intelligent tutoring system that uses the
design-first approach to help students of various
learning styles in a CS1 course. It interfaces with an
IDE we have chosen specifically to support the
design-first curriculum, and CIMEL, multimedia
courseware which has been shown to be effective in
helping students learn object-oriented programming
concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chen:2005:IPF,
author = "Stephen Chen and Stephen Morris",
title = "Iconic programming for flowcharts, {Java}, {Turing},
etc",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "104--107",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067477",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "One of the largest barriers to learning programming is
the precise and complex syntax required to write
programs. This barrier is a key impediment to the
integration of programming into the core curriculum of
general high school science courses --- there is not
enough time to learn both syntax and programming in a
three-week course module. The newly developed ``Iconic
Programmer'' allows executable programs to be written
through mouse clicks and menus, includes symbol by
symbol translation into Java and Turing, and comes
complete with a three-week lesson plan suitable to new
programmers. To date, the new tool has been used
effectively with full-semester, introductory
programming courses at both the university and high
school level.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cilliers:2005:EII,
author = "Charmain Cilliers and Andr{\'e} Calitz and J{\'e}an
Greyling",
title = "The effect of integrating an {Iconic} programming
notation into {CS1}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "108--112",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067478",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Increasing pressure from national government to
improve throughput at South African tertiary education
institutions presents challenges to educators of CS1
courses. In response, educators must adopt effective
methods and strategies that encourage students to be
successful in such courses. An approach that seeks to
increase and maintain satisfactory throughput is the
modification of the teaching model in these courses by
adjusting presentation techniques. This paper reports
on a study into the effect of integrating an
experimental iconic programming notation and associated
development environment with existing conventional
textual technological support in the teaching model of
a CS1 course. The paper reports on the comparison of
the performance achievement of students using only
conventional textual technological support with that of
students using the integrated iconic and conventional
textual technological support. The findings suggest
strong evidence that the performance achievement of
students in a CS1 course improves significantly with
the inclusion of iconic technological support in the
teaching model. Considerably more students using the
integrated form of technological support are in fact
successful in the CS1 course when compared with their
counterparts who use conventional textual technological
support only.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Efopoulos:2005:WPE,
author = "Vassilios Efopoulos and Vassilios Dagdilelis and
Georgios Evangelidis and Maya Satratzemi",
title = "{WIPE}: a programming environment for novices",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "113--117",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067479",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents an overview of the design
principles and the evaluation of a new programming
environment, WIPE (Web Integrated Programming
Environment), designed specifically to teach novices
the fundamentals of programming. The environment is
designed for use in secondary education as a first
programming course, in order to help students become
familiar with the main programming concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Terada:2005:EPT,
author = "Minoru Terada",
title = "{ETV}: a program trace player for students",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "118--122",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067480",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Although it is important for students to understand
the behavior of programs they have written, it is not
easy for novice students. We have designed and
implemented a software tool to help such students by
presenting a graphical representation of the execution
trace data from their programs. ETV (Execution Trace
Viewer), the tool, has the following characteristics:
(1) Trace generation is automatic, (2) It is
language-independent, (3) Visualizes source code as is
(not in diagrams, figures etc.), (4) Offers random
access along the execution, and (5) Source code is
presented in overlapping windows which reflect the
nesting nature of function calls (Paper-Slide-Show).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Claypool:2005:TSE,
author = "Kajal Claypool and Mark Claypool",
title = "Teaching software engineering through game design",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "123--127",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067482",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Many projects currently used in Software Engineering
curricula lack both the ``fun factor'' needed to engage
students, as well as the practical realism of
engineering projects that include other computer
science disciplines such as Software Engineering,
Networks, or Human Computer Interaction. This paper
reports on our endeavor to enhance interest and
retention in an existing Software Engineering
curriculum through the use of computer game-based
projects. Specifically, a set of game-centric,
project-based modules have been developed that enable
students to: (1) actively participate in the different
phases of the software lifecycle taking a single
project from requirement elicitation to testing and
maintenance; (2) expose students to real issues in
project and team management over the course of a
2-semester project; and at the same time (3) introduce
students to the different aspects of computer game
design. Preliminary results suggest the merits of our
approach, showing improved class participation and
performance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ludi:2005:ALA,
author = "Stephanie Ludi",
title = "Active-learning activities that introduce students to
software engineering fundamentals",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "128--132",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067483",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "First-year students select a program of study for a
variety of reasons. As a result, many students are not
familiar with the basic concepts and career
opportunities that exist. At the Rochester Institute of
Technology, first-year Software Engineering students
participate in a seminar to orient them to the
discipline. The course has been redesigned from a
lecture format to an active-learning format. The new
format uses a set of hands-on and community-building
activities to demonstrate basic concepts, with little
programming. The more engaging format enables students
to explore concepts, gain experience working in teams,
and have ownership over their own learning. The seminar
structure and activities will be discussed, along with
an analysis of student feedback, and lessons learned.
The value of the seminar's approach can be used to
introduce computing students to fundamental software
engineering concepts in a variety of contexts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Liew:2005:TSD,
author = "C. W. Liew",
title = "Teaching software development skills early in the
Curriculum through software engineering",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "133--137",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067484",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Software engineering is commonly taught as an upper
level course in students in computer science. There are
many software development skills that can be taught in
a software engineering course that are useful in other
courses. The development of this course has greatly
influenced the types of projects and assignments that
are required in the upper level courses. The upper
level courses have been able to (1) develop more
challenging projects and (2) reduce or eliminate the
time spent on teaching development skills.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sweedyk:2005:FGN,
author = "Elizabeth Sweedyk and Robert M. Keller",
title = "Fun and games: a new software engineering course",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "138--142",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067485",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer and video games have grown to be a major
industry but, until recently, have largely been ignored
by academia. The last couple of years, however, have
seen the emergence of new academic programs,
conferences, and journals dedicated to games studies.
For the past three years we have used computer games as
projects in our introductory software engineering
course. Small teams of students build three games
across the semester. In this paper we describe the
course and discuss its success.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gharibyan:2005:ASK,
author = "Hasmik Gharibyan",
title = "Assessing students' knowledge: oral exams vs. written
tests",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "143--147",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067487",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The evaluation of students' knowledge is undeniably a
very important aspect in the process of education. Two
of the most commonly used assessment methods are oral
exams and written tests. In the USA in Computer Science
Education the preference is generally given to written
tests. Although convenient in many ways and effective
for many subjects, written tests do not always provide
correct evaluation of students' knowledge when it comes
to theoretical subjects. In this paper we concentrate
on theoretical courses of Computer Science. For these
courses we conclude that an oral exam is a better
evaluation method; we analyze the challenges
instructors face when preparing and grading written
tests, we discuss the problems students encounter when
taking written tests, and we show the advantages of
oral exams over written tests. However, we do not
overlook some concerns with oral exams; we talk about
these issues and advise the examiner to be aware and
considerate of them.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Murphy:2005:DCS,
author = "Laurie Murphy and Josh Tenenberg",
title = "Do computer science students know what they know?: a
calibration study of data structure knowledge",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "148--152",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067488",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes an empirical study that
investigates the knowledge that Computer Science
students have about the extent of their own previous
learning. The study compares self-generated estimates
of performance with actual performance on a data
structures quiz taken by undergraduate students in
courses requiring data structures as a pre-requisite.
The study is contextualized and grounded within a
research paradigm in Psychology called calibration of
knowledge that suggests that self-knowledge across a
range of disciplines is highly unreliable. Such
self-knowledge is important because of its role in
meta-cognition, particularly in cognitive
self-regulation and monitoring. It is also important
because of the credence that faculty give to student
self-reports. Our results indicate that Computer
Science student self-estimates correlate moderately
with their performance on a quiz, more so for estimates
provided after they have taken the quiz than before.
The pedagogical implications are that students should
be provided with regular opportunities for empirical
validation of their knowledge as well as being taught
the metacognitive skills of regular self-testing in
order to overcome validation bias.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fossum:2005:NQA,
author = "T. V. Fossum and S. M. Haller",
title = "A new quantitative assessment tool for computer
science programs",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "153--157",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067489",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We have designed a quantitative measure using card
sorts that we show is statistically significant in
distinguishing beginning students (novices) from those
who have acquired competency appropriate to graduates
of computer science (CS) programs. Using card sorts and
applying this quantitative analysis, CS departments can
arm themselves with another measure of the
effectiveness of their academic programs in achieving
their learning outcomes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thomas:2005:EAM,
author = "Pete Thomas and Kevin Waugh and Neil Smith",
title = "Experiments in the automatic marking of
{ER}-diagrams",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "158--162",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067490",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we present an approach to the computer
understanding of diagrams and show how it can be
successfully applied to the automatic marking (grading)
of student attempts at drawing entity-relationship (ER)
diagrams. The automatic marker has been incorporated
into a revision tool to enable students to practice
diagramming and obtain feedback on their attempts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fekete:2005:TTM,
author = "Alan Fekete",
title = "Teaching transaction management with {SQL} examples",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "163--167",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067492",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Transaction management is an important topic in the
database course. This remains true whether the subject
has an application focus or a systems internals focus.
All the standard textbooks use ``toy'' examples of
transactions, expressed as sequences of simple
operations such as reading or writing data items. In
this paper we argue that the teacher should choose
examples which are closer to the students' experiences
in other topics of the course, that is, the
transactions should be like programs with SQL
statements. We discuss the requirements that must be
considered in choosing useful examples, and we give a
set of examples that we have constructed to meet many
of these requirements.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wagner:2005:TDM,
author = "Paul Wagner",
title = "Teaching data modeling: process and patterns",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "168--172",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067493",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "While competition for scarce space in a Database
Systems course curriculum increases, the amount of time
spent in many such courses on data modeling decreases.
We instead recommend increasing the amount of time
spent in the study of data modeling and encourage data
model study beyond formalism syntax. We do this in an
attempt to help computer science students better
understand complex data domains and to help develop
higher-level skills that serve them well in a job
market threatened by the increased outsourcing of lower
level programming jobs. We further recommend the study
of process skills as part of data modeling, and develop
the idea of data patterns to assist students in the
development of advanced data modeling skills.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rao:2005:ICT,
author = "M. R. K. Krishna Rao",
title = "Infusing critical thinking skills into content of {AI}
course",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "173--177",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067494",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes some of our efforts in infusing
critical thinking skills into a course on artificial
intelligence. Six thinking skills: parts-whole
analysis, compare-and-contrast, decision making, causal
explanation, prediction and generalization have been
introduced at appropriate places in the course. Using a
set of carefully chosen examples, we demonstrate that
critical thinking skills can be naturally introduced in
the course content of computer curricula at tertiary
level. Our analysis shows that infusion of critical
thinking skills into course content and their explicit
introduction stimulates students thinking and improves
their learning ability.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Amershi:2005:DCP,
author = "S. Amershi and N. Arksey and G. Carenini and C. Conati
and A. Mackworth and H. Maclaren and D. Poole",
title = "Designing {CIspace}: pedagogy and usability in a
learning environment for {AI}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "178--182",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067495",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the design of the CIspace
interactive visualization tools for teaching and
learning Artificial Intelligence. Our approach to
design is to iterate through three phases: identifying
pedagogical and usability goals for supporting both
educators and students, designing to achieve these
goals, and then evaluating our system. We believe
identifying these goals is essential in confronting the
usability deficiencies and mixed results about the
pedagogical effectiveness of interactive visualizations
reported in the Education literature. The CIspace tools
have been used and positively received in undergraduate
and graduate classrooms at the University of British
Columbia and internationally. We hope that our
experiences can inform other developers of interactive
visualizations and encourage their use in classrooms
and other learning environments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Soh:2005:ARB,
author = "Leen-Kiat Soh and Ashok Samal and Suzette Person and
Gwen Nugent and Jeff Lang",
title = "Analyzing relationships between closed labs and course
activities in {CS1}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "183--187",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067497",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Closed laboratories are becoming an increasingly
popular approach to teaching introductory computer
science courses. However, as observed in [1],
``Considering the prevalence of closed labs and the
fact that they have been in place in CS curricula for
more than a decade, there is little published evidence
assessing their effectiveness.'' In this paper, we
report on how students' performance in closed
laboratories relates to their performances on a
placement exam, homework assignments, course exams, and
how it relates to their self-reported attitudes towards
our CS1 course. This analysis provides insights to help
us improve the design of our laboratories as well as
other components of CS1.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Holmboe:2005:LOO,
author = "Christian Holmboe",
title = "The linguistics of object-oriented design:
implications for teaching",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "188--192",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067498",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes object-oriented (OO) design as a
complex linguistic activity. Emphasis is made on the
distinction between natural and artificial languages
and its implication on the alleged naturalness of OO
design. The difference between top-down and bottom-up
approaches to system design is considered as a further
aspect of great importance, which needs attention in
teaching. Based on results from a large empirical
research work, brief examples of student performance
are offered as background for a more extensive
discussion of implications for teaching.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mendes:2005:USC,
author = "Ant{\'o}nio Jos{\'e} Mendes and Anabela Gomes and
Micaela Esteves and Maria Jos{\'e} Marcelino and
Crescencio Bravo and Miguel Angel Redondo",
title = "Using simulation and collaboration in {CS1} and
{CS2}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "193--197",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067499",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we describe the main approach used in
our institutions' basic programming courses. The
difficulties we experienced in these courses led us to
develop tools that, in our view, help students. We
created and use animation-based algorithm tools,
program simulation tools and problem solving
collaboration support tools. The integration of these
tools, plus the addition of some other new approaches,
gives us a powerful environment that provides a higher
level of support to our students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Marques:2005:UOI,
author = "Nuno C. Marques and Francisco Azevedo and Carmen
Morgado and Jorge F. Cust{\'o}dio",
title = "Using {Octave} to introduce programming to technical
science students",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "198--202",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067500",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we describe a five semester experiment
on the introduction of Octave to teach computer
programming to technical science students. We discuss
the main advantages and disadvantages of this approach
relatively to more traditional programming languages.
After a qualitative and quantitative analysis of
student evaluation results we argue that this kind of
programming languages are useful to teach programming
to non computer science engineering students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cardoso:2005:NCC,
author = "Jo{\~a}o M. P. Cardoso",
title = "New challenges in computer science education",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "203--207",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067502",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "It is predicted that by the year 2010, 90\% of the
overall program code developed will be for embedded
computing systems. This fact requires urgent changes in
the organization of the current computer science
curriculums, as advocated by a number of academics. The
changes will help students deal with the idiosyncrasies
of embedded systems, which requires knowledge about the
computation engine, its energy consumption model,
performance, interfaced artifacts, reconfigurable
hardware programming, etc. This paper discusses some
important issues to be included in modern computer
science programs, in order to prepare students to be
able to program future embedded computers. In
particular, we present an approach we are attempting to
implement at our institution. We also illustrate
infrastructures that permit students to implement
complex examples and gain deep knowledge about the
topics being taught. Finally, with this paper we hope
to foment a fruitful discussion on those issues.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Casado:2005:TNH,
author = "Martin Casado and Gregory Watson and Nick McKeown",
title = "Teaching networking hardware",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "208--212",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067503",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present our experience with the design and teaching
of a graduate-level networking hardware course in which
students design and build an Internet router. Each team
of two students (one proficient in hardware and one
proficient in software) design and develop a fully
functional router that routes live Internet traffic and
inter-operates with other students' routers via a
simple routing protocol. Hardware is designed in
Verilog using an industry-standard design flow on a
specially designed platform, called NetFPGA. Software
is written in user-space using a high-level language.
Software and hardware are combined and tested using
real network traffic over arbitrary private topologies
using a custom tool, called VNS. Our approach is
distinguished in that both hardware and software can be
designed, tested and deployed remotely over the
Internet. Our goal is to give students experience in
the design of complex networking systems. In our
initial course offering in Spring 2004, all teams
successfully implemented fully functional routers in
less than ten weeks. We will pilot courses outside of
Stanford using the remote teaching infrastructure
presented in this paper.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tobin:2005:UWA,
author = "Donald L. {Tobin, Jr.} and Michael S. Ware",
title = "Using a windows attack {intRusion} emulator {(AWARE)}
to teach computer security awareness",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "213--217",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067504",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Technology has become a major part of our lives. We
are entering an era where almost anyone using a
computer must have certain fundamental knowledge on how
to protect themselves from attacks while online. In
this paper, we describe AWARE, an emulator designed to
teach either experienced or casual Windows XP users how
to use system-supplied tools to detect potential
attacks on their system resources. Our system also has
built-in tutorials to help educate the user during
their simulated attacks.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Maia:2005:CFO,
author = "Luiz Paulo Maia and Francis Berenger Machado and Ageu
C. {Pacheco, Jr.}",
title = "A constructivist framework for operating systems
education: a pedagogic proposal using the {SOsim}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "218--222",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067505",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A conventional teaching approach, when applied
specifically to the discipline of Operating Systems
(OS), seems to fall short of attaining the overall
objective, sometimes leaving the lecturer unsure about
the students' actual understanding of the dynamic
nature of OS concepts and mechanisms. This paper
presents a pedagogical proposal, based on
constructivist ideas, as a means of making the process
of learning OS more efficient and interesting. The
framework presented here uses the SOsim graphical
simulator as a support tool, creating a teaching and
learning environment in which practical experiments can
be undertaken as each OS topic is introduced and
explained.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jones:2005:POT,
author = "Mark Jones",
title = "The pedagogic opportunities of touch-screen voting",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "223--226",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067507",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Touch-screen systems have been used to count votes in
a growing number of precincts across the United States.
These controversial systems provide an opportunity for
valuable classroom discussions both for service courses
and courses for computer science majors. This paper
begins with an overview of touch-screen voting systems
in the United States. It describes ways to productively
address this issue with university classes at various
levels in the curriculum. It is hoped that this paper
will be a useful resource to professors looking to
bring this important issue into their classroom,
perhaps as a partial requirement of an ethics and
social implications module of a course's coverage.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Armen:2005:TAR,
author = "Chris Armen and Ralph Morelli",
title = "Teaching about the risks of electronic voting
technology",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "227--231",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067508",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In these interesting times computer scientists are
increasingly called upon to help concerned citizens
understand the risks involved in the current generation
of electronic voting machines. These risks and the
concurrent escalation of legal challenges to the
election system in the United States have shaken the
confidence of many Americans that a fair and accurate
election is even possible. As computer science
educators we have an opportunity to add breadth and
depth to our curriculum by using these issues to show
how existing concepts can be applied to new problems,
and how new problems extend our field. In this paper we
identify some of the main problems with e-voting
machines and vote-counting technology and suggest ways
that discussions of the risks and the attendant
societal and ethical issues might be incorporated into
the computer science curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goold:2005:TEV,
author = "Annegret Goold and Jo Coldwell",
title = "Teaching ethics in a virtual classroom",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "232--236",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067509",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes an ethics course that is a
capstone course in the undergraduate computing degree
at Deakin University. What distinguishes this course
from others is that it has a fairly large enrolment of
students and it is delivered completely online. The
students enrolled in the course come from a variety of
backgrounds and many are international students for
whom English is not their first language. The paper
describes the course, how it has evolved over a
five-year period and discusses the rationale and
particulars of course content and implementation in the
'virtual classroom'. Some of the challenges and issues
for teaching a course of this type are discussed.
Suggestions are offered for faculty who are considering
the implementation of a similar course online.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Peiper:2005:EDP,
author = "Chad Peiper and David Warden and Ellick Chan and Boris
Capitanu and Sam Kamin",
title = "{eFuzion}: development of a pervasive educational
system",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "237--240",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067510",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Established as a research project at the University of
Illinois in the spring of 2002, eFuzion has proven to
be a valuable and effective pedagogical set of tools.
It provides the capacity to both mentor and assess
students individually, both during and outside of
class. In the summer of 2002, a study we conducted
revealed that eFuzion's in-class tools increased
student's final grade by more than 6 points. In this
paper we describe the evolution of our system and
experiences leading up to our ``Classroom of the
Future'' demo for the Grand Opening of the Thomas M.
Siebel Center for Computer Science. We conclude with a
discussion of our future plans for eFuzion.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chamillard:2005:LSA,
author = "A. T. Chamillard and Ricky E. Sward",
title = "Learning styles across the curriculum",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "241--245",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067512",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Recent research has shown that a student's learning
style --- essentially, the way a student approaches and
masters new material --- can affect student performance
in introductory computer science courses. We show here
that a student's learning style can also affect student
performance across the courses in the computer science
curriculum. This paper presents the results of a case
study in which we collected learning style data for
students completing the required courses in a typical
computer science curriculum. We then used a wide range
of statistical analyses to check for bias in the
dataset and to examine the relationships between
student learning style and student performance in those
courses. Our analysis identified a number of
statistically significant relationships between student
learning style and performance. We examine potential
explanations for those relationships and discuss ways
in which the results can be used to enhance student
learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stern:2005:YCL,
author = "Linda Stern and Selby Markham and Ria Hanewald",
title = "You can lead a horse to water: how students really use
pedagogical software",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "246--250",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067513",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A great deal of effort is expended creating multimedia
systems to help students learn. Some amount of effort
is spent evaluating learning outcomes for students who
have used these systems. Yet very little effort is
spent examining how students actually use the software
or how learning outcomes are related to system design.
In a study involving direct observation of university
students as they used pedagogical software, it was
found that students develop their own strategies for
learning with software and that these strategies are
not necessarily those predicted by software designers
and educators. Systematic field observation led to a
more comprehensive view of how students were
interacting with the software.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brusilovsky:2005:ESW,
author = "Peter Brusilovsky and Sergey Sosnovsky",
title = "Engaging students to work with self-assessment
questions: a study of two approaches",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "251--255",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067514",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We explored two approaches for encouraging
introductory programming students to use the web-based,
self-assessment system, QuizPACK. An ``organizational''
approach applied specially constructed classroom
quizzes, while the ``technical'' approach introduced
adaptive guidance. Our studies demonstrated that each
of these caused a dramatic increase in system use. This
approach could be useful in many other contexts, when
an educationally beneficial system is underused by
students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rao:2005:PCD,
author = "M. R. K. Krishna Rao and S. Junaidu and T. Maghrabi
and M. Shafique and M. Ahmed and K. Faisal",
title = "Principles of curriculum design and revision: a case
study in implementing computing curricula {CC2001}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "256--260",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067515",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Our department has recently revisited its computer
science program in the light of IEEE/ACM Computing
Curricula 2001 (CC2001) recommendations, taking into
consideration the ABET's Criteria for Accrediting
Computing programs (CAC 04-05). The effort resulted in
a revised curriculum. This paper presents the different
decisions we made with regard to the curriculum
orientation, knowledge units coverage, transition
management, and monitoring and assessment. The paper
also sheds some light on challenges faced. Tables
provided in the paper show that the curriculum
successfully implements CC2001 recommendations while
satisfying the CAC 04-05.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fossum:2005:CFC,
author = "T. V. Fossum",
title = "Classes as first class objects in an
environment-passing interpreter",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "261--265",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067517",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe an expression-based programming language
that treats classes as first-class objects. We show an
implementation of this language using an
environment-passing interpreter accessible to students
in a programming language class. We also show how to
extend this language with properties (as in the C\#
programming language).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Demaille:2005:MCC,
author = "Akim Demaille",
title = "Making compiler construction projects relevant to core
curriculums",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "266--270",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067518",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Having 300 students a year implement a compiler is a
debatable enterprise, since the industry will certainly
not recruit them for this competence. Yet we made that
decision five years ago, for reasons not related to
compiler construction. We detail these motivations, the
resulting compiler design, and how we manage the
assignment. The project meets its goals, since the
majority of former students invariably refer to it as
the project that taught them the most.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Velazquez-Iturbide:2005:PLC,
author = "J. {\'A}ngel Vel{\'a}zquez-Iturbide",
title = "A programming languages course for freshmen",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "271--275",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067519",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Programming languages are a part of the core of
computer science. Courses on programming languages are
typically offered to junior or senior students, and
textbooks are based on this assumption. However, our
computer science curriculum offers the programming
languages course in the first year. This unusual
situation led us to design it from an untypical
approach. In this paper, we first analyze and classify
proposals for the programming languages course into
different pure and hybrid approaches. Then, we describe
a course for freshmen based on four pure approaches,
and justify the main choices made. Finally, we identify
the software used for laboratories and outline our
experience after teaching it for seven years.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barker:2005:WDG,
author = "Lecia J. Barker",
title = "When do group projects widen the student experience
gap?",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "276--280",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067521",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents a case study as a ``cautionary
tale'' to faculty, demonstrating how students and
instructors often perceive pressure to finish projects
for clients. As a result of this pressure, and because
students generally lacked any understanding of how to
work well in groups, students selected their roles
based on expediency or familiarity. This worked against
the benefits of collaborative learning and learning new
skills or concepts, widening the experience gap between
males and females and across disciplines. Faculty
should carefully consider the learning outcomes
expected for students and find ways of ensuring they
are achieved.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Krebs:2005:SBA,
author = "Markus Krebs and Tobias Lauer and Thomas Ottmann and
Stephan Trahasch",
title = "Student-built algorithm visualizations for assessment:
flexible generation, feedback and grading",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "281--285",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067522",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Students' understanding of algorithms and data
structures can be assessed with the help of
construction tasks where students have to build their
own visualizations. It has been claimed that active
construction of visualizations results in better
learning outcomes than passive viewing or merely
changing the input of a visualized algorithm. This
paper presents a system for the generation, execution,
and evaluation of construction tasks. Its key feature
is the flexibility in all three stages, ranging from
fully automated to fully manual generation and
evaluation as well as several different types of
automatic feedback during the execution phase. Besides
its use in daily teaching, the system can serve as a
test bed for evaluations regarding the effectiveness of
visualizations in the learning process.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Woit:2005:SCC,
author = "D. Woit and K. Bell",
title = "Student communication challenges in distributed
software engineering environments",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "286--290",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067523",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We investigate Non-Face-to-Face (NFtF) distributed
collaboration in a population for which technology
poses no barrier-students involved in distributed
software engineering via Distance Learning. Our study
finds students believe themselves significantly less
effective in this environment because of lack of
traditional non-verbal cues, in partial agreement with
previous work. Based on our results, we identify
potential problems and present activities to mitigate
these so that NFtF oriented interactions may be made
more effective for this group.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Deibel:2005:TFM,
author = "Katherine Deibel",
title = "Team formation methods for increasing interaction
during in-class group work",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "291--295",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067525",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In contrast to the student teams used for larger and
longer group projects, in-class groups are often
ephemeral, lasting for only a few minutes or until the
end of the period. Because of this, little effort is
put into forming these groups, usually letting the
students self-select their teams. This paper argues
that greater student interaction and learning can take
place by using instructor-selected teams. Two group
formation techniques for in-class group work, the
latent jigsaw method and grouping students by
Felder-Silverman learning styles, are presented.
Observations from a classroom deployment of these
techniques are also described.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mendes:2005:IPP,
author = "Emilia Mendes and Lubna Basil Al-Fakhri and Andrew
Luxton-Reilly",
title = "Investigating pair-programming in a 2nd-year software
development and design computer science course",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "296--300",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067526",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents the results of a pair programming
experiment conducted at the University of Auckland (NZ)
during the first semester of 2004. It involved 300
second year Computer Science students attending a
software design and construction course. We
investigated similar issues to those reported in [26]
and employed a subset of the questionnaires used by
Laurie Williams et al. on the experiments presented in
[26]. Our results support the use of pair programming
as an effective programming/design learning
technique.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davoli:2005:VSV,
author = "Renzo Davoli and Michael Goldweber",
title = "Virtual square ({$ V^2 $}) in computer science
education",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "301--305",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067528",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "It is common to name as virtual the imaginary space
that can be created by software using computers and
networks. This space is not only a set of processing
and communications means and methods but it is also a
space where humans can ``meet,'' exchange ideas, leave
messages etc. Students in computer science must learn
how to design, implement, manage and debug the systems
and networks that create this virtual space.
Furthermore, CS students need an experimental
environment --a playground-- where they can develop
their skills at creating and supporting these virtual
environments. For this ``playground'' we propose a
virtual world made up of emulated computer systems and
emulated networks. This emulated world will be the
students' testing environment, where they can run their
own services, administer their own machines and set up
security attacks without any danger to real networks
and systems. It is a virtual space based on virtual
machines and virtual networks but it is also a meeting
place for computer science students, where they can
test the effectiveness of their ideas. This ``space''
therefore is a twice virtual space, which we call
virtual to the second power or virtual squared (V$^2$
). It is a virtual environment that is a also virtual
location (i.e., a town square) where different real
computers, virtual systems and people can meet and
communicate.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Crescenzi:2005:NIE,
author = "Pilu Crescenzi and Giorgio Gambosi and Gaia
Innocenti",
title = "{NetPrIDE} an integrated environment for developing
and visualizing computer network protocols",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "306--310",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067529",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we present NetPrIDE, an integrated
development environment for designing, implementing and
visualizing computer network protocols, which has
primarily been used for teaching computer networks.
NetPrIDE makes use of an abstract and formal notation
to clearly and firmly specify a protocol: once the
protocol has been specified and the network topology
has been fixed, the implementation and the
visualization of the protocol is performed in a
completely automated way.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Loftus:2005:EPP,
author = "Chris Loftus and Mark Ratcliffe",
title = "Extreme programming promotes extreme learning?",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "311--315",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067531",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Extreme programming (XP) is an agile methodology
claimed to promote the rapid development of software
systems, enabling the accommodation of changing
customer requirements during the project lifecycle
without excessive cost penalties. The mechanisms used
to achieve this require the software development team
to maintain accurate tacit knowledge through extensive
face-to-face communication and peer learning. This
characteristic of XP, the authors argue, makes it a
suitable tool in the teaching of new technologies to
software engineering students. This is borne out by
feedback from a group of fourth-year Master of
Engineering (MEng) software engineering undergraduate
students who undertook an XP-based project as part of
their course. Furthermore, the authors argue that the
methodology is best taught in its full form through
group project work. This is most effective when
undertaken in the latter years of a computer science or
software engineering course, after the students have
been exposed to more traditional, plan-based
methodologies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hanks:2005:SPC,
author = "Brian Hanks",
title = "Student performance in {CS1} with distributed pair
programming",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "316--320",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067532",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Pair programming has been shown to provide many
pedagogical benefits, particularly for students who are
learning to program. One drawback with pair programming
is its collocation requirement, which makes it
difficult for some students to enjoy these benefits. We
report on an experiment with a tool that allows
students to pair program from separate locations. Our
results indicate that students who experience the
increased flexibility of distributed pairing perform as
well in their introductory programming course as
students who have to physically meet in order to pair.
These students are also as confident as the collocated
students. We also confirm earlier results reported by
others that pair programming results in greater student
confidence and increased student performance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Flood:2005:TPC,
author = "Raymond Flood and Bob Lockhart",
title = "Teaching programming collaboratively",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "321--324",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067533",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe a collaborative approach to teaching core
programming concepts based on student debate and
involving the Phoenix meta-language generator.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Verma:2005:VIA,
author = "Rakesh M. Verma",
title = "A visual and interactive automata theory course
emphasizing breadth of automata",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "325--329",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067535",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Teaching Theory of Computation and learning it are
both challenging tasks. Moreover, students are not
sufficiently interested/motivated to learn this
material since: (i) they believe that the material is
dated and of little use and (ii) it is too abstract and
difficult. To counter the first perception, we have
developed materials to illustrate the breadth of finite
automata concepts. To overcome the second problem we
have: enhanced and integrated visualization software
and historical background into newly-developed
materials including homeworks and slides for lectures.
Most of the materials are available at a web site for
the course that we developed. Our preliminary
experience is positive overall, but there are some
remaining concerns.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wermelinger:2005:PTF,
author = "Michel Wermelinger and Artur Miguel Dias",
title = "A {Prolog} toolkit for formal languages and automata",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "330--334",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067536",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the first version of PFLAT (read
``P flat''), a collection of Prolog predicates that
aims to provide a pedagogical implementation of
concepts and algorithms taught in Formal Languages and
Automata Theory (FLAT) courses. By ``pedagogical
implementation'' we mean on the one hand that students
should be able to easily map the implementation to the
mathematical definitions given in lectures, and on the
other hand that the toolkit should provide a library
for students to implement further concepts and
algorithms. In both cases the goal is to make students
more confident in defining and manipulating the various
kinds of languages and automata at a level beyond the
one provided by visual simulators of automata. As such,
PFLAT is not intended to replace but rather complement
existing graphical tools. We believe the declarative,
non-deterministic, and interactive nature of Prolog
helps in building an executable specification of FLAT
concepts and definitions that can be actively extended
and explored by students, in order to achieve the
stated goal.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moreira:2005:IMR,
author = "Nelma Moreira and Rog{\'e}rio Reis",
title = "Interactive manipulation of regular objects with
{FAdo}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "335--339",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067537",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "FAdo$^1$ is an ongoing project which aims the
development of an interactive environment for symbolic
manipulation of formal languages. In this paper we
focus in the description of interactive tools for
teaching and assisting research on regular languages,
and in particular finite automata and regular
expressions. Those tools implement most standard
automata operations, conversion between automata and
regular expressions, and word recognition. We
illustrate their use in training and automatic
assessment. Finally we present a graphical environment
for editing and interactive visualisation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goold:2005:VST,
author = "Annegret Goold and Arnold Pears and Mary Z. Last and
Chris Beaumont and Swee Cheng Chew",
title = "Virtual student teams: opportunities and challenges",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "340--341",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067539",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this panel presentation, the five members will
discuss their experiences of working with students in
virtual teams. They will share some of the issues and
problems they have had and also highlight some of the
opportunities and challenges for students working
collaboratively together. The virtual student team is
defined as a group of students who have come together
to perform a certain task and who communicate
electronically to achieve that task. Student groups are
transformed into teams with structure, purpose and the
potential to achieve effective project work. The teams
are temporary in that they may exist for a semester or
for the life of a particular assessment task or
project. Virtual student teams are usually
geographically dispersed and thus often have members
who are culturally different. There is a heavy reliance
on the use of ICT for communication and collaboration
within the team. The members of the panel have all had
some research experience with teams and teamwork. They
have all had different experiences with setting up and
managing virtual student teams.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bergin:2005:TPE,
author = "Joseph Bergin and Eugene Wallingford and Michael
Caspersen and Michael Goldweber and Michael Kolling",
title = "Teaching polymorphism early",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "342--343",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067541",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Is it possible to teach dynamic polymorphism early?
What techniques could facilitate teaching it in Java.
This panel will bring together people who have
considered this question and attempted to implement it
in various ways, some more completely than others. It
will also give participants an opportunity to explore
the topic and to share their own ideas.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Weir:2005:DTJ,
author = "George R. S. Weir and Tamar Vilner and Ant{\'o}nio
Jos{\'e} Mendes and Marie Nordstr{\"o}m",
title = "Difficulties teaching {Java} in {CS1} and how we aim
to solve them",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "344--345",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067543",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In 1971 Dijkstra noted that as a teacher of
programming he 'feels akin to a teacher of composition
at a conservatory. He does not teach his pupils how to
compose a particular symphony, he must help his pupils
to find their own style and must explain to them what
is implied by this' [1]. In similar vein, Don Knuth
suggests that 'computer programming is an art, because
it applies accumulated knowledge to the world, because
it requires skill and ingenuity, and especially because
it produces objects of beauty' [2].Traditionally, most
Computer Science programs offer an introductory
programming methodology course (CS1). In recent years,
many institutions have subjected this course to major
changes. One common alteration has been a move from a
procedural paradigm to an Object Oriented (OO)
paradigm. In many cases, this is manifested as a change
to programming in Java. Emerging from this transition
is the apparent anomaly that many students fail to
understand OOP concepts, especially when required to
use them in problem solving. Our panel represents
researchers from four different countries who have all
encountered such problems with a CS1 course. In this
light, the panel focuses on CS1 difficulties and aims
to address solutions to the 'Java problem'. Although we
bring our own insights to the considered issues, we aim
to engage the panel audience in discussing the nature
of the problem and the propriety of the proposed
solutions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carrasquel:2005:SEF,
author = "Jacobo Carrasquel",
title = "Students evaluating faculty: a subjective process",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "346--346",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067545",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A common practice in colleges and universities across
the US is to have students evaluate their faculty
members. These evaluations, in most cases, are used for
reappointments, promotions, and salary rises. For a
longtime, I have believed that this system is
subjective to many factors that have nothing to do with
the quality and effectiveness of the faculty member.
Other research has demonstrated that these evaluations
depend of gender, course difficulty, grade expectancy,
and other well know factors. This paper is the result
of conducting student evaluations every 3 weeks during
my last semester of teaching. The data will show that
my evaluations fluctuate depending of many factors like
weather, difficulty of assignments, mid-semester break,
and students' mood.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Impagliazzo:2005:CCO,
author = "John Impagliazzo",
title = "Computing curricula overview project",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "347--347",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067546",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster describes a work in progress regarding the
Overview Computing Project formerly known as Computing
Curricula 2004 (CC2004). It will demonstrate the status
of this work and highlight its salient features. These
features include the scope of the computing areas of
computer engineering, computer science, information
systems, information technology, and software
engineering. It will illustrate their commonalities and
differences, and show some of the outcome expectancies
of the graduates from these programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Benaya:2005:APJ,
author = "Tamar Benaya and Ela Zur",
title = "Advanced programming in {Java} workshop: teaching
methodology",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "348--348",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067547",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the Advanced Programming in Java
Workshop given in the Computer Science (CS) department
of the Open University of Israel (OUI). The workshop is
based primarily on J2EE technologies. We will describe
the methodology of the workshop which combines several
academic skills which we believe every university
graduate must be exposed to.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Paterson:2005:UBI,
author = "James H. Paterson and John Haddow and Miriam Birch and
Alex Monaghan",
title = "Using the {BlueJ IDE} in a data structures course",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "349--349",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067548",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster describes the use of the BlueJ Java IDE in
a data structures course. The BlueJ IDE is an excellent
tool for teaching programming using an objects-first
approach. Learners are able to create, inspect and
interact with instances of classes without the
requirement to initiate a process with a main method.
The ability to inspect 'live' objects can provide
insights in specific areas of programming beyond the
basic concepts. We have made use of BlueJ in an
introductory course on data structures for students who
have previously learned object oriented programming
using BlueJ. The course deals with stacks, queues,
lists, binary trees and graphs. Descriptions, diagrams,
animations and simulations can all play a part in
understanding the way in which these structures store
and provide access to their data. However, interacting
directly with actual objects which have been
instantiated from code which the student has written
can make the data structure much more tangible. The
capability in BlueJ to inspect an object and to
navigate object references to inspect associated
objects allows a direct visual exploration of the
internal representation of a data structure. For
example, BlueJ allows the student to write a linked
list class, create and populate an instance of the
class, and visually inspect the nodes of the list.
Object references can be followed from node to node to
traverse the list. This experiment provides strong
contrast with a visualization of the storage in an
array list. The point can be emphasized that data
structures with the same interface can have completely
different internal representations. Similarly, a graph
data structure is represented diagrammatically in terms
of vertices joined by edges. However, there are a
number of ways in which graphs can be represented
internally, including adjacency lists and adjacency
matrices. An adjacency list representation consists of
a list of vertices, each of which is associated with a
list of edges originating from that vertex. BlueJ
allows visual exploration of such a structure, which
can then be related back to the diagrammatic
representation. Since BlueJ also allows API class
instances to be inspected, the internal representations
used by the Java Collections Framework classes can be
explored. The poster shows examples of visual
exploration of data structures with BlueJ. Further
materials will be available at:
http://hamilton.bell.ac.uk/datastructures.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hamza:2005:IOO,
author = "Haitham S. Hamza",
title = "Introducing object-oriented analysis and design in
lower-level undergraduate courses: a pattern-based
approach",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "350--350",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067549",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This research aims at developing a tool-supported
method for introducing Object-Oriented Programming
(OOP) in undergraduate courses while exposing students
to the notion of OO Analysis and Design (OOAD).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Marcelino:2005:LRS,
author = "M. J. Marcelino",
title = "Learning repetition structures in programming",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "351--351",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067550",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A study conducted at the Universidade de Coimbra with
first year students of programming classes of the
Electrical Engineering and Computers Degree is
described. The main objective of the study was to
investigate how students learn the crucial aspect of
control structures in programming, namely repetition
structures, and if there are patterns of learning
behavior that emerge.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bianco:2005:WCL,
author = "Giovanni M. Bianco and Simonetta Tinazzi",
title = "Why are children left out of the {CS} rethinking
process?",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "352--352",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067551",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Developing Computer Science curricula for children is
a priority in most countries. In Italy, for example,
the Minister of Education has recently reformed the
Primary School curricula (6 to 10 years old). One of
the main priorities concerns Computer Science. However,
CS curricula for children do not seem to take into
account ``their particular world'', since they are an
``abstraction'' or a reduction of classical Computer
Science curricula for adults. In addition, children CS
curricula are often left as the last topic of the
``rethinking processes'' in the Academic courses of
Computer Science. Amazingly, there is a lack of
attention on the ``crucial'' age for the development of
many features concerning intellect and personality. New
approaches need to be worked out to enhance children's
imagination, so as to help them to better understand CS
topics. The goal should not be devoted to CS Literacy,
i.e., specific-but-limited applications. Indeed, the
major objective must consider CS Fluency, i.e.,
building ``solid bases'' for CS knowledge. The process
of rethinking Computer Science curricula, especially
for children and youth does not seem to have started
yet. There are many confirming signals on this. One of
the most important evidence is a recently published and
detailed analysis,``Oversold and Underused. Computers
in the classroom'' by Larry Cuban (2001). The computer
is taught as a mere tool which reshapes, restructures,
resembles and substitutes other domestic devices: the
typewriter, the game machine, the CD/DVD player, the TV
and the Radio, and so on. As a result, creativity, one
of the essential ingredients of a child, is still
missing. Following these inadequate practices, children
cannot learn, explore or find their own solutions, nor
can they follow their ideas or try out new tools. On
the contrary, children need to focus on imagination,
self-identification, analogy, play, and many other
features characterizing their bubbling world. At the
University of Verona, we have been developing an
original and well founded CS course for future
children's teachers. The whole CS course is composed of
eight modules, each one referring to features of a
``Realm'' (i.e., the PC): archivists, secret agents,
carriers to the external world, travelling companies,
ambassadors and Masters. The approach is designed to
gain the child's interest; indeed, the story itself,
how the people of the realm interact with each other
and how they behave will attract and entertain the
child. In the meantime, in this way, the student will
also gain a deep understanding of computer
architecture. This is the rationale lying at the basis
of our research. Although at present there is no
statistical evidence to support this contention, first
feedbacks are encouraging: firstly, teachers have
sufficient material and content (figures, novel ways of
describing the hardware, ideas on how to describe
hardware functioning principles) in order to prepare
children's lessons; secondly, the children show deep
interest in the ``hidden'' parts of the computer; and
finally, their parents are also ``absorbed'' by the
material. However, a highly efficient research team is
needed to reach scientific results, statistical
evidence, further development, etc. Is anyone
interested in creating ``The fellowship of the CS
children''?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ernest:2005:WMD,
author = "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",
title = "Weathering {MindStorms} with drizzle and {DIODE} in
{CS0}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "353--353",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067552",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We introduce Drizzle, our new simple object-oriented
scripting language for programming LEGO MindStorms
robots, and DIODE, the Drizzle Integrated
Object-Oriented Development Environment. Drizzle and
DIODE have evolved from a student project into useful
resources for our CS0 course. In this work we describe
Drizzle and DIODE and discuss our experiences with them
in our CS0 course. We are dismayed by the low retention
rates of undergraduate majors in CS1 and CS2. To
attempt to alleviate this problem, we introduced a new
required CS0 course in Fall 2004. Its goals are to give
students a breadth-first overview of CS and to expose
them to algorithmic problem solving before immersing
them in Java. We decided to use the MindStorms robots
to accommodate student diversity, to introduce a fun
element to the course, and to force the students to
focus on problem analysis instead of detailed syntax.
Our approach complements [2].Drizzle is a simple
object-oriented scripting language. It supports
repetition, selection, simple assignment statements,
logical operators, numeric variables, and predefined
objects representing components of a robot, i.e.,
sensors, motors, and the LCD display. Drizzle is
purposely minimal to be suitable for students without
prior programming experience. To encourage
documentation, Drizzle supports comments. DIODE is the
IDE that allows a MindStorms robot to be programmed in
Drizzle. To achieve this, we used the leJOS API [3] to
implement method call abstractions supporting the
predefined objects. The IDE includes an intuitive GUI.
It allows for automatic compilation of Drizzle code,
including a translator from Drizzle to Java utilizing
the predefined MindStorms objects. DIODE also directly
interfaces to the robot's IR device. We provided these
features because our typical user was familiar with
text editing but was not familiar with command-line
tools. Our CS0 course is currently taught in one
120-student section and meets 3 hours per week for 14
weeks. At least 3 hours are spent on each of
algorithmic thinking and concepts of programming
languages before Drizzle and DIODE are formally
presented. The students see an actual problem with
pseudocode and the corresponding Drizzle solution. A
problem is then posed as a ``Drizzle Team Challenge''.
Students must complete individual solution plans. The
instructor then forms the student groups. Next, the
teams produce solution plans. Finally, they are allowed
to program with the actual robot. The lab has 3
computers with DIODE installed and 6 robots with 6
tracks. During the Fall 2004 offering, the 14 teams
consisted of between 5 and 8 students. The large class
size and small number of robots made smaller groups
infeasible. No team solved the problem totally
correctly during the first lab session. Not
surprisingly, the smaller groups were more effective.
All teams submitted at least a partial solution to the
problem; 12 completed the solution. Students were
excited about working with the robots. We are using
Drizzle (and DIODE) again during Spring 2005. We expect
to have smaller groups. We hope to evaluate the
effectiveness of Drizzle; some possible approaches are
additional questions in the course evaluation, surveys
at the beginning and end of CS1, and analyses of
CS1/CS2 retention rates. We may also compare the usage
of Drizzle with the standard MindStorms approach and
Alice [1].",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ghafarian:2005:RET,
author = "Ahmad K. Ghafarian",
title = "Reverse engineering technique to enhance software
engineering education",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "354--354",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067553",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster presents our experience incorporating
reverse engineering techniques on software engineering
education to enhance the productivity of students' team
projects. In this approach, the students were provided
with an existing working software by the instructor.
They were asked to evaluate the software, use the
knowledge from the software's behavior and the
application domain to define the task scenarios that
reflect the interaction pattern and the services that
the system provides to its environment. Consequently,
the extracted patterns were used to develop the
architectural design of the software system and rebuild
a modified version of the software.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mikulecky:2005:KSI,
author = "Peter Mikulecky",
title = "Knowledge sharing as an innovative educational
practice: educating knowledge technologies",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "355--355",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067554",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The objective of the poster is to describe an approach
to the exploitation of nowadays very popular knowledge
management methodology as an innovative educational
practice in knowledge technologies teaching. This
approach of extensive knowledge sharing can be
considered as one of promising contribution to the
practice of collaborative learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Muller:2005:GMG,
author = "Orna Muller and Bruria Haberman",
title = "Guidelines for a multiple-goal {CS} introductory
course: algorithmic problem-solving woven into {OOP}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "356--356",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067555",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Over the years educators have been debating about the
most appropriate paradigm for teaching an introductory
course in computer science (CS). Specifically, the
pedagogical approach known as ``objects early'' or
``objects first'' is controversial [2,3,4]. One
important reason for educators to argue against the
objects early approach is their concern that starting
with objects results in the learning of algorithmic
problem-solving to be neglected [4]. In this poster we
present a pedagogical framework for an introductory
multiple-goal course in OOP based on weaving
algorithmic pattern-based problem solving activities
into OOD/P instruction [5].",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hause:2005:DTP,
author = "Martha L. Hause",
title = "Distributed team performance in software development",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "357--357",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067556",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "International collaboration gives students the
opportunity to use different technologies for
collaboration across time and distance as well as
problem-solving experience with different cultures in a
team-based environment. Results indicate that not only
is communication crucial to a team's success but the
process and timing of specific actions can have an
impact on a team's software development performance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Prakash:2005:CGA,
author = "Edmond C. Prakash",
title = "Computer game arena: a showcase for computer game
projects",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "358--358",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067557",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe a Game Arena, which serves
as a showcase for student projects in game programming
and design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Paterson:2005:TXW,
author = "James H. Paterson and Frances McCormick and Gerry
Creechan",
title = "Teaching {XML} in a {Web} development context",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "359--359",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067559",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster illustrates the way in which XML has been
introduced in the context of a web development course.
XML is an increasingly important technology with
applications across a range of fields. It is therefore
highly desirable that students gain meaningful exposure
to this technology within the computing curriculum. The
wide applicability of XML allows its concepts to be
taught in a way which supports learning of specific
topics in computer science. For example, the use of XML
has been reported in courses on compilers[1] and
computing theory[2].The main concepts of XML include:
basic syntax; well-formed documents; valid documents
with DTD and XML Schema; parsing and DOM;
transformations with XSLT. Since the concepts involved
in XML are essentially orthogonal to its applications,
it is important that a strong context is provided to
demonstrate these concepts. The programme within which
we teach XML has a strong web development theme, so it
seems appropriate to introduce it within this context.
The approach we have taken is to study the various
capabilities that XML provides to the web developer for
content syndication and management, and for using and
creating web services. The web development module
within which XML is taught deals primarily with
server-side scripting for dynamic web pages using
ColdFusion. The structure of the XML content is as
follows: Introduction to XML, comparison with HTML
Creating well-formed and valid documents XSL
transformations to produce web pages, with applications
to RSS and ATOM Content syndication and newsfeeds
Creating XML content from databases Content management
systems Consuming and creating Web Services, SOAP and
WSDL Experience in teaching this material suggests that
the emphasis on practical and relevant applications
within the web development context helps students to
connect with the technology. Unless this connection is
made, they often find that the concepts they are
learning are rather abstract and that it is difficult
to ``see the point'' of XML.The poster presentation
will illustrate the tools and activities used in the
course, together with examples of student work and
evaluation of the approach taken. Further materials are
available at http://hamilton.bell.ac.uk/teachingxml.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bass:2005:TAS,
author = "Ilana Bass and Dvir Lanzberg",
title = "Teaching to analyze solutions using {FGA}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "360--360",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067560",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this poster we introduce a problem encountered in
``Data Structures'' course: The difficulties students
meet when they try to evaluate their own solutions. We
present a tool we use to solve this problem.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2005:CPA,
author = "Robert D. Campbell and Elizabeth K. Hawthorne and Karl
J. Klee",
title = "Curricular projects of the {ACM} two-year college
education committee",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "361--361",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067561",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster presentation showcases the curricular
guidelines developed by the Two-Year College Education
Committee (TYCEC), a standing committee of the ACM
Education Board.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Armoni:2005:RTU,
author = "Michal Armoni and Judith Gal-Ezer",
title = "Reductive thinking in undergraduate {CS} courses",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "362--362",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067562",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Olsevicova:2005:ATM,
author = "Kamila Olsevicova",
title = "Application of topic maps in e-learning environment",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "363--363",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067563",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The objective of the poster is to describe the
application of topic maps technology in context of
e-learning environment used at the university. Topic
maps documents are presented as tool that can simplify
navigation in plenty of various information and
knowledge resources: except common digital learning
objects, also printed materials or contacts to human
experts can be linked to a single topic map document.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yehezkel:2005:CSA,
author = "Cecile Yehezkel and Bruria Haberman",
title = "``Computer science, academia, and industry''
educational project",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "364--364",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067564",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A special program in Software Engineering (SE) for
high school has been in operation in Israel whose aim
is to expose young students to the field of computing.
During their studies the students are required to
develop a software project, and thus gain experience in
software design. Usually the development processes do
not fulfill essential professional requirements, and
the students' products are rarely applicable to real
world situations. This motivated the initiation of an
educational program designated for advanced students.
In the first stage of the program, a regional
out-of-school class attends an enrichment workshop. In
the second stage students develop projects under the
apprenticeship-based supervision of professional
instructors from academia and industry. The project is
currently being implemented for the first time and is
being evaluated.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pais:2005:TPA,
author = "Rui Pais and Jo{\~a}o Paulo Barros",
title = "Two possible approaches for an intermediate {GUI}
course",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "365--365",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067565",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster presents the main pros and cons of two
approaches for introducing intermediate students to the
use of a complex class library in the context of
Graphical User Interface programming. The approaches
use different programming languages, integrated
programming environments, and frameworks. The
frameworks are used mainly for the development of
application program interfaces for graphical user
interfaces. These are useful in latter courses and are
also important for student motivation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hemmendinger:2005:CHI,
author = "David Hemmendinger",
title = "Computing history: interesting times",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "366--366",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067566",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster describes a course on the history of
computing, designed for both a computer science program
and for general undergraduate education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kay:2005:EUC,
author = "David G. Kay and Andr{\'e} van der Hoek and Debra J.
Richardson",
title = "Extending undergraduate {CS} programs with
informatics: emphasizing software and system design in
context",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "367--367",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067567",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this poster we describe the diversification of our
undergraduate curricula in the computing disciplines at
UC Irvine, in particular the creation of Bachelor of
Science degree in Informatics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Massarelli:2005:DAP,
author = "Riccardo Massarelli",
title = "The difficult art of pruning in favour of creative
thinking",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "368--368",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067568",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The poster deals with the issue of creativity as one
of the skills the students need to develop and master.
The poster is based on two assumptions: (1) the
traditional teaching method, generally speaking, tends
to favour convergent thinking over divergent thinking;
(2) the use of web based systems for teaching and
learning may weaken the students' comprehension
process. The poster describes the experience carried
out as a tutor to support students attending Computer
Science courses at the Facolt{\'a} di Economia
(University of Bologna Sede di Rimini), where basic
topics are taught with a project learning approach. The
students, divided into groups (of 2 to 5 each), are
asked to develop projects with Microsoft ACCESS and the
tutor often meets them to discuss both design problems
and code problems. Whenever students report their
difficulties or doubts they offer the tutor a good
opportunity. As lopper does with trees, the tutor can
prune the dry branches of their wrong and too
conventional solutions to make the tree of their
creative thinking grow better. From this point of view
the ability of the tutor becomes really crucial.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gal-Ezer:2005:CTP,
author = "Judith Gal-Ezer and Mark Trakhtenbrot",
title = "Challenges in teaching the pumping lemma in automata
theory course",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "369--369",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067569",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nugent:2005:DDV,
author = "Gwen Nugent and Leen-Kiat Soh and Ashok Samal and
Suzette Person and Jeff Lang",
title = "Design, development, and validation of a learning
object for {CS1}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "370--370",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067571",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A learning object is a structured, standalone media
resource that encapsulates high quality information to
facilitate learning and pedagogy. In this paper, we
describe our approach to design, develop, and validate
learning objects for CS1. In particular, we focus on
one learning object that teaches students about classes
and objects. SCORM (Shareable Content Object Reference
Model) standards and ACM/IEEE-CS Computing Curriculum
2001 form the basis of our design. Each learning object
is self-contained and by design, the length of the
content section is kept short to retain student
interest. The learning object has a glossary providing
definitions to key terms and a help menu. Each learning
object covers a core Computer Science topic addressed
by four components: (1) A brief tutorial or explanation
including definitions, rules, and principles, (2) A set
of real-world examples illustrates key concepts and
includes worked examples and problems, models, and
sample code, (3) A set of practice exercises provides
important active experiences to the student, with
constructive feedback to student responses, (4) A set
of problems graded by the computer provides a final
assessment. Our instructional design also incorporates
theories of multimedia learning, providing guidance on
the effective combination of text, graphics audio, and
Flash animation. We also report on a pilot evaluation
where students rated the learning object highly in
terms of its design, usefulness, and appropriateness.
We present student achievement results, comparing
achievement of students participating in traditional
face-to-face laboratory activities versus students
using the Web-based learning object. A between-group
post-test only research design showed no significant
achievement difference between the two groups. Results
confirm our belief that the use of modular, Web-based
learning objects can be used successfully for
independent learning and are a viable option for
distance delivery of course components. Encouraged by
these results, our project and research is continuing
Fall 2004, with the development of additional learning
objects and instrumentation mechanisms tracking
real-time dynamic activity-based data. The ``Practice
Exercises'' section of our ``Simple Class'' learning
object, for example, has four exercise modules: (1)
class identification, where students are asked to
identify whether an item is an appropriate candidate as
a class (Abraham Lincoln vs. President, for example),
(2) data members and methods, where students interact
with an animation (with sound) to identify the
appropriate data members for a dog class, (3) dissect a
class definition, where students are given code with
highlighted segments and are asked to label each
segment into either ``class'', ``method name'', ``data
member'', or ``method body'', and (4) building a class,
where students are given a heterogeneous set of data
members and methods, and must pick the appropriate ones
to build a class; if the selection is correct, the
Java-based class will be expanded accordingly with
specific Java code. For each exercise, we provide
extensive real-time feedback for each response. Figure
1 shows a screen shot of one of the exercises on data
members and methods.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stamouli:2005:EES,
author = "Ioanna Stamouli and Marjahan Begum and Rebecca Mancy",
title = "{ExploreCSEd}: exploring skills and difficulties in
programming education",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "371--371",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067572",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "ExploreCSEd is a collaborative project funded by the
HE Academy --- Information and Computer Sciences. The
aim of the project is to investigate the skills and
difficulties involved in learning to program by
gathering data from students and educators in multiple
institutions and bringing these together for
analysis.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bures:2005:KBS,
author = "Vladimir Bures and Daniela Ponce",
title = "Knowledge-based support of newcomers integration into
an organization",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "372--372",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067573",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Every employer should try to help new employees to
integrate and adapt into an organization. The
realization of organizational processes can be
facilitated once the necessary information can be
easily retrieved and the proper task-solving procedure
is learnt. To support the tasks solution several tools
have been designed: e-course, ``Yellow Pages'' and
Communities of Practice and Interest.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dias:2005:MML,
author = "Artur Miguel Dias",
title = "Moving from mailing lists to {Web}-based discussion
forums",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "373--373",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067574",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We report on some of our experience in using the WEB
to promote the communication between students and
teachers, focusing on the ongoing migration from
mailing lists to Web-based discussion forums in our
Department.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rosenthal:2005:IRU,
author = "Tammy Rosenthal",
title = "Introducing recursion by using multimedia",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "374--374",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067575",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster presents our experience in introducing
recursion by using multimedia.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hood:2005:TIC,
author = "Cynthia S. Hood and Dennis J. Hood",
title = "Toward integrating computing concepts into the {K}-12
curriculum",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "375--375",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067576",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A key to achieving widespread IT fluency is to make it
part of the K-12 curriculum. Along these lines, there
have been significant, ongoing efforts to motivate and
establish standards for both students and teachers.
This paper describes our experiences teaching K-12
teachers technology concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Prakash:2005:IFL,
author = "Edmond C. Prakash",
title = "Implicit functions lab: a collaboratory for computer
graphics",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "376--376",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067577",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents the design and development of a
web-based collaboratory to teach computer graphics and
to enhance peer-to-peer learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Turban:2005:BMB,
author = "Georg Turban and Guido R{\"o}{\ss}ling and Christoph
Trompler",
title = "Bridging media breaks in presence presentations",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "377--377",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067578",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The integration and fusion of different media input
streams into one unique presentation stream is very
important for maintaining the live aspect in
recordings. The described core component of the Digital
Lecture Hall [2] handles these requirements. It also
supports annotating any content, as well as database
storage for further processing of all collected
materials.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Almstrum:2005:WAW,
author = "Vicki L. Almstrum and Mary Z. Last",
title = "What attracts women to {CS?}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "378--378",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067579",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster presents the findings of a study that used
grounded theory methodology to analyze hypothesized
reasons for why women choose computing as a profession.
Preliminary analysis has resulted in four categories of
attraction factors that validate research results from
other gender studies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Impagliazzo:2005:ULH,
author = "John Impagliazzo",
title = "Use a little history",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "379--379",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067580",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster describes a work in progress regarding the
use of history in computing courses. Its focus revolves
around the Computing History Resources and Adaptation
(CHRAD) project, partially funded by the National
Science Foundation. Elements of the presentation
include how history can make computing courses
interesting and how it can stimulate greater
appreciation between technological and social issues.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stelios:2005:UHA,
author = "Xinogalos Stelios and Satratzemi Maya",
title = "Using hands-on activities for motivating students with
{OOP} concepts before they are asked to implement
them",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "380--380",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067581",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nodelman:2005:CAC,
author = "Vladimir Nodelman and Bruria Haberman",
title = "Complex analysis in computer graphics course",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "381--381",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067582",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This presentation describes our experience in computer
graphics teaching.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lindholm:2005:DOU,
author = "Morten Lindholm",
title = "Development of object-understanding among students in
the humanities",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "382--382",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067583",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a on-going empirical study,
inspired by phenomenography, aiming at understanding
how students from the humanities learn the concepts of
objects and object-orientation during a programming
course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Truong:2005:ELP,
author = "Nghi Truong",
title = "The environment for learning to program",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "383--383",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067585",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stelios:2005:HAP,
author = "Xinogalos Stelios and Satratzemi Maya",
title = "The hands-on activities of the programming microworld
{objectKarel}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "384--384",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067586",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gallego-Carrillo:2005:SVT,
author = "Micael Gallego-Carrillo and Francisco
Gort{\'a}zar-Bellas and Jaime Urquiza-Fuentes and J.
{\'A}ngel Vel{\'a}zquez-Iturbide",
title = "{SOTA}: a visualization tool for symbol tables",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "385--385",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067587",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Urquiza-Fuentes:2005:RCW,
author = "Jaime Urquiza-Fuentes and J. {\'A}ngel
Vel{\'a}zquez-Iturbide",
title = "Reusable collections of {Web}-based program
animations",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "386--386",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067588",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kumar:2005:OTC,
author = "Amruth N. Kumar",
title = "Online tutors for {C++\slash Java} programming",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "387--387",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067589",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Medeiros:2005:UPS,
author = "Pedro D. Medeiros and Vitor A. Duarte and M. Cecilia
Gomes and Rui F. Marques",
title = "Using a {PC} simulator to illustrate input-output
programming techniques",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "388--388",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067591",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present our use of the Bochs PC emulator in a
series of practical assignments that, in a basic
computer architecture course, introduce polling and
interrupt-based input-output programming techniques.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bergin:2005:AJ,
author = "Joseph Bergin",
title = "Academic jeopardy",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "389--389",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067592",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A simple Java application is presented that can assist
an instructor to carry on a review of a linked set of
topics in a fun way. It encourages students to express
the necessary ideas in their own words. It is available
from the author.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pais:2005:UFM,
author = "Rui Pais and Jo{\~a}o Paulo Barros",
title = "Use of flash movies for teaching {GUI} programming",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "390--390",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067593",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper proposes the use of Flash movies when
introducing students to the use of a complex Integrated
Development Environment in the context of a GUI
programming course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Granger:2005:LTC,
author = "Mary J. Granger",
title = "Learning technical concepts with collaboration and
communication skills",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "391--391",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067594",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This presentation describes a method for improving
technical skills at the same time as collaboration and
communication skills.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Simon-Hurtado:2005:LUF,
author = "Ma Ar{\'a}nzazu Sim{\'o}n-Hurtado and Carlos
Vivaracho-Pascual",
title = "Learning {UNIX} in first year of computer
engineering",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "392--392",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067595",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe an experience of cooperative learning for
teaching the UNIX operating system in first year of
Computer Engineering that helps the students to work
with constancy, motivates them to attend the laboratory
sessions, stay with the subject, and promotes social
and communication skills. This methodology has been
very satisfactorily valued by the students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bass:2005:IID,
author = "Ilana Bass and Dvir Lanzberg",
title = "Iterative implementation of {DFS}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "393--393",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067596",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we emphasize that a separation between
the definition and the implementations of a data
structure is not obvious. Both teachers and textbooks
authors must be aware of this fact and prepare the
learning material accordingly. We find that the
exercise presented below helps the students understand
this difference.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hovis:2005:MCF,
author = "Robert A. Hovis",
title = "Managing the complexity in first year programming",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "394--394",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067597",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe a method for managing the
complexity in CS2.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kumar:2005:PPL,
author = "Amruth N. Kumar",
title = "Projects in the programming languages course",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "395--395",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067598",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Christensen:2005:TLJ,
author = "Henrik B{\ae}rbak Christensen",
title = "{TS-05}: 150 lines of {Java} with high architectural
complexity",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "396--396",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067599",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In the short time span available in a software
architecture course, it is difficult to find a software
system that is both interesting from an architectural
perspective and so small that it does not overwhelm the
students. We present TS-05 which is a bare 150 line
Java ``toy-system'' that never-the-less exhibits
architectural complexity and challenges that emphasize
the usefulness of architectural concepts, primarily
views, quality attributes and connectors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clark:2005:HFS,
author = "Eric Clark",
title = "Hacking as a form of ``self-improvement''",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "397--397",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067601",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "When does hacking one's own property pose an ethical
problem?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Freitas:2005:PVT,
author = "S{\'e}rgio Freitas and Maria Beatriz Carmo and Ana
Paula Afonso",
title = "A personalized visualization tool for geo-referenced
information",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "398--398",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067602",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We are developing a prototype for the visualization of
geo-referenced information. The data is organized in
several topics. The user interactively selects the
geographical region and the topics he/she is interest
on. The main features of this prototype are: filtering
mechanisms to control the amount of data displayed;
representations with different levels of detail
selected according to the scale of representation. In
order to include semantic criteria to reduce the amount
of data to display, we use a degree of interest
function.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Morgado:2005:MAM,
author = "Carmen Morgado and Lu{\'\i}s Soares",
title = "{MIG21 API}: multimedia interactive groups {API}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "399--399",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067603",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this poster we present the MIG21 API's main
functionalities and two example applications.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pisa:2005:BRN,
author = "Ricardo Pisa and Vasco Ferreira and Elisabete Jesus
and Bruno Carlos",
title = "{BRaiN} research network",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "400--400",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067604",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "One of the main problems of any research team, working
in health case studies, is to find a significant number
of eligible patients for that specific research. Most
of these patients' selection is based on their clinical
files, clinical history, possible examinations and/or
evaluations made to them during their time of
infirmity. Most of the times, this information, is
dispersed and inaccurate, so the tendency is for it to
be lost. In some cases the information is not
accessible at all. The main objective of the BRaiN
project is to create an infrastructure capable of
helping research teams' work in the field of
neurology/neuropsychology and multiple sclerosis.
Partly, this help comes from the development of a
working methodology that takes advantage of the tools
and capabilities offered by system.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pohlhaus:2005:EED,
author = "William Pohlhaus",
title = "Ethical engagement with data collection efforts
related to fighting terrorists and terrorism in the
context of recent events",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "401--401",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067605",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster discusses the problems with collection of
data on citizens for the protection of the public. In
particular, it focuses on the problems of
misinformation, lack accountability and anonymity of
those who collect such information.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Silvestre:2005:PGV,
author = "Miguel Silvestre and Maria Pinto-Albuquerque and M. B.
Carmo and A. P. Cl{\'a}udio and J. D. Cunha and H.
Coelho",
title = "A platform for the generation of virtual environments
inhabited by intelligent virtual humans",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "402--402",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067606",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe a platform to build virtual environments
inhabited by autonomous virtual humans. We propose an
architecture comprising several software components
assembled to define a platform. The architecture
includes a $3$D-modelling software, a rendering engine,
a library for simulating rigid body dynamics and an
agent development framework.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Alvim:2005:TBI,
author = "Duarte Alvim",
title = "Taking the bus in the information highway system",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "403--403",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067607",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Roads are everywhere and if there are those that don't
use them directly, we all derive advantage from them.
In developed countries, computers and the network
infrastructure may very well be comparable to roads.
But, as with roads, a computer and/or a network per se
do nothing without a means to use them. We must have
something equivalent to a car --- the software! In this
poster we explore whether we can build a public
software grid based on free software that brings
benefits to the state and to the individual.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boavida:2005:MGE,
author = "Miguel Boavida and Jo{\~a}o Paulo Santos and Pedro
Assun{\c{c}}{\~a}o and Luis Soares and Jo{\~a}o Luz and
Ricardo Viegas",
title = "The {MulE} game engine extending online role-playing
games",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "404--404",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067608",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The work presented in this poster reflects the first
results drawn from the implementation of the MulE Game
Engine, an open-source architecture implemented to
develop realistic MMORPGs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davis:2005:M,
author = "Leon Davis",
title = "{MindMapX}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "405--405",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067609",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Mind Mapping is a diagramming technique that allows
its users to effectively capture, learn, manipulate and
develop information. It has the potential to radically
enhance an individual's capacity to learn, in both a
single user and group environment and has been proven
to do so in a wide variety of fields. MindMapX is a
multi user Mind Mapping application that is being
developed with the express intention of unlocking Mind
Mapping's potential.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Geller:2005:TME,
author = "Viktor Geller and Christelle Scharff",
title = "Traditional and more ``exotic'' {.NET} languages: {VB
.NET}, {J\#}, {C\#} and {SML .NET}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "406--406",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067610",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We study the .NET platform, various .NET languages and
their interoperability (with an emphasis on C\# and SML
.NET), compare C\# and Java 1.5, and develop related
educational material to be used in a Programming
Paradigms course. Introducing .NET --- one platform
supporting different paradigms --- in such a course
seems to be a unique experience in Computer Science
Education. It may be a motivating factor for students
to learn new programming languages.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gomes:2005:SBB,
author = "Raquel Gomes and Ricardo Seabra and Jo{\~a}o Ventura
and Nuno Guedes",
title = "{SoundSpaces}: behavior based control system for
multimedia systems",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "407--407",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067611",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The SoundSpaces project in general serves as a
framework to develop highly interactive and
non-deterministic multimedia applications without the
need to have programming or technical skills.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gould:2005:UIC,
author = "John Gould and Matthew Schaefer",
title = "User interface considerations for older users",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "408--408",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067612",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Larkworthy:2005:ELF,
author = "Thomas Larkworthy",
title = "Evolution lab: the flexible user friendly robot
research tool",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "409--409",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067613",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Evolution Lab is a software engineering MEng. project
that allows complex robot designs to be simulated in a
real world environment. Evolution Lab was created as a
research tool. The system is extendible and embeddable
so that it can be customized for use in a wide area of
robotic problem domains. It has also been engineered to
be user friendly so that its standard features are
quickly available to the user without the need of
extensive documentation. Included with Evolution Lab is
an evolutionary computing library, this allows the
system to be used in the evolutionary robotics
domain.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lawrence:2005:XXX,
author = "Richard Lawrence",
title = "[4]cite",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "410--410",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067614",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "4cite is a web-based citation package that allows
users to store, import, export, and share reference
sources. 4cite allows users to access their reference
source collection using any internet ready PC. The
reference sources can be cited from within word
processing packages and bibliographies can be
automatically generated. The project is compatible with
the Library of Congress Metadata Object Description
Schema (MODS). The package is fully extendable allowing
users to create new input types at runtime. 4cite
allows users to share references among colleagues,
which simplifies document writing with multiple
authors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Liccardi:2005:UDD,
author = "Ilaria Liccardi and Su White",
title = "Understanding disciplinary differences: an insight
into selecting effective e-learning approaches",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "411--411",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067615",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster presents research into ways in which
electronic based methods can be used in teaching.
Specifically it wishes to examine how appropriate
techniques and technologies may be selected, tailored
and combined for effectiveness, based on disciplinary
differences. The research reviews existing literature,
surveys existing practices and research into new
techniques which may be adopted for electronic
learning. It also analyses quantitative and qualitative
data gathered from interviews with students across a
number of academic disciplines.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Penha-Lopes:2005:WUO,
author = "Joana Matos Penha-Lopes",
title = "Why use an open source e-voting system?",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "412--412",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067616",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "All voting systems, electronic or manual, are prone to
flaws. Which is best, open or closed e-voting?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Vinha:2005:RLO,
author = "Antonio Vinha",
title = "Reusable learning objects: theory to practice",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "413--413",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067617",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster describes a project that consists of a
study about the reusability of Learning Objects (LOs),
focused in educational aspects, and based on an
empirical investigation. This investigation uses the
evaluation approach and is currently in progress. The
poster briefly explains the nature of LOs, the
reusability concept and the methodology used in the
project.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walls:2005:IVE,
author = "David C. Walls",
title = "Integrating views on ethical behavior for computer
professionals in an interdisciplinary environment",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "414--414",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067618",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster explores the connections among the ideas
presented in several well-known papers and shows that,
taken together, they provide a justification and
guideline for the creation of a new standard of
practice for those involved in the production of
complex systems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roiger:2005:TIC,
author = "Richard J. Roiger",
title = "Teaching an introductory course in data mining",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "415--415",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067620",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The goal is to supply the participant with the tools
to teach a course or unit about data mining and
knowledge discovery. A basic understanding of the
benefits and limitations of data mining as a
problem-solving strategy will be offered. Several data
mining techniques will be discussed. Prior knowledge
about data mining and the knowledge discovery process
is not necessary.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bergin:2005:TFP,
author = "Joseph Bergin and Eugene Wallingford",
title = "Test-first pair-programming tutorial",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "416--416",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067621",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This hands-on tutorial covers two practices of Extreme
Programming (XP): Test-First programming and
Test-Driven Development. It focuses on the deeper
aspects of these practices, including how they affect
productivity.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Guimaraes:2005:CDA,
author = "Mario Guimaraes",
title = "Constructing database applications for {PDA} using the
{.NET} framework",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "417--417",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067622",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This tutorial will give participants the necessary
knowledge to create applications using the .NET
framework as well as create applications for a PDA. We
will give an overview of different technologies
available for creating PDA applications, but we will
focus primarily on Visual Basic .NET, Appforge's
Crossfire, Sybase's Ultralite, and the Pocket PC. Links
to popular Database (http://coffee.kennsaw.ed , etc.)
sites as well as popular sites for constructing .NET
and PDA applications will be presented (briefly). We
will also talk about how we currently teach a graduate
course with mobile databases as well as database
courseware developed at our institution. This is a
hands-on workshop --- pocket pc or pocket pc simulator
will be available for use by workshop attendees.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kumar:2005:LRA,
author = "Amruth N. Kumar",
title = "{LEGO} robots and {AI}",
journal = j-SIGCSE,
volume = "37",
number = "3",
pages = "418--418",
month = sep,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1151954.1067623",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This tutorial will present how instructors can
incorporate LEGO robots into their AI course with
minimal time, effort, and resource commitment. The
tutorial will: (1) cover the principles behind using
robots for knowledge-based, open-laboratory projects;
(2) share the design and details of several projects;
(3) work the participants through sample solutions to a
few of the projects, preferably hands-on; and finally,
(4) discuss alternatives to LEGO and knowledge-based
projects in AI. Participants will be able to apply the
tutorial materials immediately to their AI course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Estrin:2005:ITE,
author = "Thelma Estrin and Frederik Nebeker",
title = "An interview with {Thelma Estrin}",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "6--13",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113849",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#EstrinN05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "I am delighted that Dr. Thelma Estrin, Professor
Emerita in Computer Science at the University of
California, Los Angeles, has agreed to share some of
her experiences with you by means of this interview.
Thelma and I work together on the IEEE History
Committee and I felt it was important that SIGCSEites
learn a part of her successful career. Thelma is a
pioneer in biomedical engineering and was one of the
first to use computer technology to solve problems in
medical research. She helped design Israel's first
computer, the WEIZAC, and was the first woman elected
to national office as vice president of IEEE. Thelma
has received the Achievement Award from the Society of
Women Engineers and she is a model of excellence for
women entering the field of engineering or computing.
The dialogue that follows is a verbatim re-presentation
of excerpts from an interview conducted over a dozen
years ago. I do apologize, but due to content balance
and space constraints, only parts of the interview
appear. I hope you enjoy it. Thanks, Thelma.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gotterbarn:2005:ASP,
author = "Don Gotterbarn",
title = "Antipodal shock: professionalism turned upside down",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "14--15",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113851",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Gotterbarn05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Recently I heard a consultant in the South Pacific
discuss a product for developing better software. Later
investigation, unfortunately, showed that he had not
discussed some of this product's obvious and
potentially harmful defects. As I thought about this
incident, I was struck by how much harm a lack of
candor about a product's failings can do to
unsuspecting users, and how inconsistent this failure
to warn of potential problems was with professional
ethics. I was also reminded of how self-defeating this
sort of behavior can be.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2005:DDP,
author = "Tony Clear",
title = "Disciplined design practices: a role for refactoring
in software engineering?",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "15--16",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113853",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Clear05a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Reflecting upon the recent experience of teaching our
undergraduate software engineering course has caused me
to revisit several questions at the core of the
discipline. What is the essence of software design, how
should it be taught and how does it relate to software
engineering?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gorgone:2005:ISP,
author = "John T. Gorgone",
title = "Information systems: program location, business
component, and accreditation",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "16--18",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113855",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Gorgone05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "The ACM, the IEEE-CS and the Association for
Information Systems (AIS) are society members of CSAB,
Inc. and are joined together in support of promoting
quality assurance of computing programs in the United
States. They are interested in the description and
defining characteristics of each computing program
including information systems. They have a stake in
identifying the number IS programs offered, their
location within the university structure, and the
quality of programs being presented to the public.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2005:MMP,
author = "Raymond Lister",
title = "Mixed methods: positivists are from {Mars},
constructivists are from {Venus}",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "18--19",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113857",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Lister05a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "You can't work in Computer Science Education Research
for very long without stumbling into a religious war
over qualitative versus quantitative methods. Recently,
I read a general education paper [1] where the authors
were brave (or foolish) enough to advocate ``mixed
methods''. That is, they advocate the use of both
quantitative and qualitative methods within a single
study.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2005:WSS,
author = "Henry MacKay Walker",
title = "What should be in a syllabus?",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "19--21",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113859",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Walker05a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Students typically receive a syllabus at an early
meeting of a course. Sometimes, schools provide faculty
with guidelines or a template for the content of these
handouts, but more often syllabi may display
considerable variation in both the topics covered and
the level of detail given. This article presents my
perspectives on the purposes of a syllabus and its
content. Other documents, of course, might cover some
of this content. Traditionally, such syllabi were
distributed in paper form, although distribution now
may include e-mail or course web pages.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2005:FAT,
author = "Robert D. Campbell",
title = "Forthcoming activities in the two-year college
setting",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "21--22",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113861",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Campbell05a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "The ACM Two-Year College Education Committee (ACM
TYCEC) is actively seeking individuals to participate
in several forthcoming initiatives. The following
details these activities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Popyack:2005:ROA,
author = "Jeffrey Popyack",
title = "Recognizing outstanding achievement",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "22--24",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113863",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Popyack05a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Greetings! There has been much good news this year for
Upsilon Pi Epsilon, and I am only too eager to report
it. We distributed \$44,950 in student awards directly
this year, plus an additional \$2700 in contributions
to IEEE-CS and CCSC awards. This was enabled through a
high level of membership and growth in chapters. It's
amazing that last year was the first year we reached
the \$30,000 mark.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2005:OMC,
author = "Peter B. Henderson",
title = "One-minute column",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "24--26",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113865",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Henderson05a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "The last Math CountS column I wrote six months ago ---
seems like such a long time. Tony Ralston's editorial
``Do We Need ANY Mathematics in Computer Science
Curricula?'' appeared in that issue of inroads. I hope
you have read and were able to discuss it with
others.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2005:QC,
author = "David Ginat",
title = "Queens on a chessboard",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "26--27",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113867",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Ginat05a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Can you place N queens on an NxN chessboard such that
none of them will threaten the others? It is easy find
such a placement for an 8x8 board. It is also simple to
develop a recursive, backtracking program to produce
such a placement for any N ({N$>$3}). However, the
recursive execution may be very costly. Can you offer
an efficient, systematic way for generating such a
placement for any N?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2005:DCE,
author = "Nick Parlante",
title = "A day for {CS} education",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "27--28",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113869",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Parlante05a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "For this column, I'd like to share a few ideas that
came out of Bay Area CSE Day 2005. Bay Area CSE day was
one-day gathering of CSE people, started with a simple
invitation on the SIGCSE list. The event was not
elaborately prepared --- I just asked a few people to
give 15-minute presentations about topics of interest,
and then left a lot of time in between for discussion.
The regular SIGCSE conference has a lot of high quality
prepared material in the presentations, but there never
seems to be enough time discussion and interaction. As
a low-effort gathering, CSE Day gave us a few
interesting presentations and then lots of time to go
around the table and share ideas. At a basic level, I
find it refreshing and energizing just to be in a room
with other people who care about the same things that I
care about, so I encourage others who are thinking
about organizing one-day events.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2005:RVP,
author = "C. Dianne Martin",
title = "Removing the veil: personal reflections on educating
women in {Dubai}",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "30--33",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113871",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Martin05a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "This article is a personal reflection on the culture
and the education of young women in the United Arab
Emirates, a group of seven emirates along the Persian
Gulf, which has only been a federated nation since
1971. The rapid pace of development in the UAE and the
desire of the rulers to educate women to become leaders
in the country's workforce were the impetus for the
creation of Zayed University in 1998. The social impact
of introducing computer laptops and Internet access for
all students is described.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McConnell:2005:ACLb,
author = "Jeffrey J. McConnell",
title = "Active and cooperative learning: more tips and tricks
(part {II})",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "34--38",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113872",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#McConnell05a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Active and cooperative learning provides one way to
encourage student involvement with course material.
This second article in a series on active and
cooperative learning discusses different levels of risk
in class exercises and how activities can be designed
to minimize that risk. Asking questions and class
discussions are ways to enliven the classroom. Ways to
use these techniques at various risk levels are
presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ben-Ari:2005:MNC,
author = "Mordechai (Moti) Ben-Ari",
title = "{Minesweeper} as an {NP}-complete problem",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "39--40",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113873",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Ben-Ari05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Richard Kaye's demonstration that a puzzle based on
the Minesweeper game is NP-complete makes this
important computer science topic accessible to high
school students. The resource described here is a set
of slides showing the detailed solution of two
introductory puzzles, following by the step-by-step
simulation of digital circuit elements required for
proving NP-completeness.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Standish:2005:UPP,
author = "Thomas A. Standish and Norman Jacobson",
title = "Using {$ O(n) $} {ProxmapSort} and {$ O(1) $}
{ProxmapSearch} to motivate {CS2} students ({Part I})",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "41--44",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113874",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#StandishJ05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/SE/alspaugh.bib",
abstract = "Presenting ``cool'' algorithms to CS2 students helps
convince them that the study of data structures and
algorithms is worthwhile. An algorithm is perceived as
cool if it is easy to understand, very fast on large
data sets, uses memory judiciously and has a
straightforward, short proof --- or at least a
convincing proof sketch --- using accessible
mathematics. To illustrate, we discuss two related and
relatively unknown algorithms: ProxmapSort, discussed
here, and ProxmapSearch, to be discussed in Part II.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hadjerrouit:2005:CGP,
author = "Said Hadjerrouit",
title = "Constructivism as guiding philosophy for software
engineering education",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "45--49",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113875",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Hadjerrouit05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Within the last few years constructivism has attracted
both computer science and software engineer educators,
because of its potential for improving academic
learning. Currently, however, the application of
constructivism is limited to examples in specific
contexts so that it is difficult to transfer them to
other institutions or even other courses. To apply
effectively constructivism to software engineering and
computer science education, instructors need a generic
pedagogical model for translating constructivist
principles into practice. This paper reports on the
application of a pedagogical model for translating
constructivism into a Web-based course in
object-oriented software engineering.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kazemian:2005:STC,
author = "Fereydoun Kazemian and Trudy Howles",
title = "A software testing course for computer science
majors",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "50--53",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113876",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#KazemianH05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "The ability to program is a fundamental skill for
Computer Science (CS) majors, and most CS programs
introduce programming concepts through a sequence of
courses. In fact, ``programming courses offer skills
and training that meets many of the needs expressed by
students, their near-term employers, and non-CS
faculty'' [3, p. 24]. However, in most of these
courses, relatively little time is spent in teaching
students how to program well and how to test and locate
defects; much of the focus is in teaching language
constructs, syntax, and basics of programming. As more
topics are introduced and the discipline continues to
broaden, it has become nearly impossible to add new
topics or required courses without removing others.
This paper documents the rationale and procedures in
developing an undergraduate testing and debugging
elective course for Computer Science majors. It
identifies the methodology used to select available
tools, and documents the rationale in designing the
course and developing its outcomes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goulding:2005:IRC,
author = "Tom Goulding and Rita DiTrolio",
title = "Incorporating realistic constraints into a student
team software project",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "54--58",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113877",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#GouldingD05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Instruction in the theory and practice of the System
Design Life Cycle is a significant component of
introductory software engineering courses. In this
study, project development pressures and management
realities, which imitate those found in an industrial
setting, were used to enhance student team projects.
This paper examines the results of those constraints
and presents an assessment of student experiences.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hitchcock:2005:ICV,
author = "Leo Hitchcock",
title = "Industry certification: value, validity, and a place
for {SoDIS\reg}",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "59--63",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113878",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Hitchcock05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Industry certification is a veritable juggernaut
driven by several dynamics: candidates seeking to boost
knowledge, skills, status, and remuneration; the
industry and professional associations seeking to set
minimum standards, and raise the bar of competency
levels; employers seeking ways to better qualify job
candidates; consumers demanding knowledgeable and
skilled professionals; and product vendors demanding
highly competent technicians implement and support
their products. Academic institutions are integrating
industry certification in their curricula. A
certification for the SoDIS (Software Development
Impact Statements) methodology of ethics-based risk
assessment has been mooted.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wu:2005:TGA,
author = "Mingshen Wu",
title = "Teaching graph algorithms using online {Java} package
{IAPPGA}",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "64--68",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113879",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Wu05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Teaching and learning graph algorithms is a great
challenge to both instructors and students. Instructors
are seeking software that is specifically designed to
demonstrate the algorithms and for students to learn
these algorithms efficiently. The software program
should be readily available and provide an environment
so that students are able to review the algorithm,
solve a practical problem, and intuitively study the
working process via a graphical display all together.
This paper presents an ``Internet Accessible Program
Package for Graph Algorithms'' (IAPPGA) developed by
the author. This package can be accessed via an
Internet browser at any time, anywhere without
downloading or installing any software.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dale:2005:CEC,
author = "Nell Dale",
title = "Content and emphasis in {CS1}",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "69--73",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113880",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Dale05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "In the spring of 2004, 351 faculty members responded
to a survey concerning the content and topic emphasis
in the first course in computing. The survey targeted
two different groups of faculty, one SIGCSE members and
the other faculty who had contacted a medium-sized
publisher of Computer Science textbooks. The questions
fell into five categories: design methodology, general
programming issues, object-oriented issues, software
engineering issues, and other topics. The results are
analyzed and, where possible, some conclusions are
drawn.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yusof:2005:EPC,
author = "Azwina M. Yusof and Rukaini Abdullah",
title = "The evolution of programming courses: course
curriculum, students, and their performance",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "74--78",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113881",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#YusofA05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "This paper describes the programming courses
curriculum implemented by the Faculty of Computer
Science and Information Technology (FCSIT), University
of Malaya (UM) from the year 1995 to the present time.
It explains the idea and logic behind the various
programming courses offered at the faculty, the changes
that the programming courses went through throughout
the years, and also the future plans that FCSIT shall
take with regards to the programming courses offered.
It also discusses the students' performance in the core
programming courses throughout the years; taking into
account the feedback from companies that offered
placements to students during their industrial
training, and also their examination results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lapidot:2005:SDM,
author = "Tami Lapidot and Orit Hazzan",
title = "Song debugging: merging content and pedagogy in
computer science education",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "79--83",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113882",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#LapidotH05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "This article suggests a song debugging activity that
brings together two key ideas --- the analogy between
learning and debugging and the pedagogical potential of
music in Computer Science Education (CSE). The paper
can be viewed as the fourth in a series of papers
published in inroads about the course Methods of
Teaching Computer Science in the High School, but it
can also stand on its own merit, since it discusses
issues that are relevant to CSE in general.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Aycock:2005:CC,
author = "John Aycock and Jim Uhl",
title = "Choice in the classroom",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "84--88",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113883",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#AycockU05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Not all decisions that an instructor makes about a
course are well-founded and set in stone. Indeed, for
some decisions, students can be empowered with choices
that allow them to take control of some aspects of
their coursework. We describe two techniques for
accomplishing this: time banks and contract weighting.
Time banks are a way of allowing students to customize
assignment deadlines; contract weighting is a novel
derivation of contract grading which allows students to
set their own assignment weights. Both have been tried
in the classroom, and proffer benefits to the students
and the instructor. Surprisingly, neither requires much
effort from the instructor to implement. We report on
six years' worth of experience with times banks and one
year of experience with contract weighting.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lai:2005:TCA,
author = "Yiu-chi Lai",
title = "Teaching computer applications to pre-school teachers
through problem based learning approach",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "89--92",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113884",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Lai05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Traditional computer training heavily depends on
lectures, systematic demonstrations, and intensive
hands-on tasks. However, most tasks are not stimulating
and the skills learnt are not transferable to other
situations. Certainly, these artificial learning
activities cannot cater for individual needs. On the
contrary, we observe that problem-based learning
activities are quite suitable for teaching computer
applications and always help students develop problem
solving skills. This paper will discuss how we use this
approach in teaching computer applications to
non-computing students such as in-service pre-school
teachers",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Or-Bach:2005:EBM,
author = "Rachel Or-Bach",
title = "Educational benefits of metadata creation by
students",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "93--97",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113885",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Or-Bach05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Repositories of learning objects are developed and
used by computer science educators especially for the
teaching of programming, data types, and algorithms.
Developing a learning object requires decisions about
the granularity and the respective metadata for further
retrieval. In this paper, we describe educational
advantages of learning activities that deal with
metadata creation by students. The learning objects
relate to computer programming examples that the
students use and reuse throughout a course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rajaravivarma:2005:GBA,
author = "Rathika Rajaravivarma",
title = "A games-based approach for teaching the introductory
programming course",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "98--102",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113886",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Rajaravivarma05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Introductory programming courses in computer science
aim at building an effective foundation for the
development of programming skills. A prudent way to
develop these skills is by emphasizing problem solving
and logical thinking. This paper proposes a games-based
approach, as a way of engaging students and developing
these skills. Common mistakes of novice programmers in
traditional courses are summarized. Word and number
games are used to illustrate the potential benefits of
a games-based approach, which minimizes such
mistakes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sorenson:2005:HCA,
author = "Jonathan P. Sorenson",
title = "An honors course on {Alan M. Turing}",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "103--106",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113887",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Sorenson05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/bibnet/authors/t/turing-alan-mathison.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "In this paper, I share my experiences teaching a
non-majors, upper-division honors course on Alan M.
Turing during the fall semester of 2003.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pillay:2005:ISC,
author = "Nelishia Pillay and Vikash R. Jugoo",
title = "An investigation into student characteristics
affecting novice programming performance",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "107--110",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113888",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#PillayJ05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Novice programmers usually experience difficulties
when programming for the first time. The main aim of
the study presented in this paper is to identify those
characteristics that negatively effect procedural
programming performance, so that additional support can
be provided in the instruction of programming courses
for students possessing these characteristics.
Investigations were conducted at two South African
tertiary institutions. At both institutions a first
course in Java programming, focussing on procedural
programming aspects, was used for purposes of the
study. The characteristics investigated were the
student's problem solving ability, gender, learning
style, first language and previous computer experience.
The study revealed that a student's problem solving
ability and first language definitely have an impact on
his or her programming performance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Klinger:2005:SCS,
author = "William J. Klinger",
title = "Stanislavski and computer science",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "111--114",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113889",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Klinger05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Computer science concepts can be difficult for new
students to grasp fully. As educators, we look for ways
to give our students not only an understanding of a
concept but also insight. In the acting profession,
actors face a similar situation where they need to
understand their characters in depth. The method of
having an actor ``become'' a character is one that can
also be applied to computer science education. This
paper explores the method of having computer science
students ``become'' a concept and act out their roles.
This method has been very effective in helping students
gain insights into computer science concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Naps:2005:DXB,
author = "Thomas L. Naps and Guido R{\"o}{\ss}ling and Peter
Brusilovsky and John English and Duane J. Jarc and
Ville Karavirta and Charles Leska and Myles F. McNally
and Andr{\'e}s Moreno and Rockford J. Ross and Jaime
Urquiza-Fuentes",
title = "Development of {XML}-based tools to support user
interaction with algorithm visualization",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "123--138",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113891",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#NapsRBEJKLMMRU05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "As a report of a working group at ITiCSE 2005, this
paper represents a vision of the use of XML
specifications and tools in algorithm visualization,
particularly with regard to supporting user
interaction. A detailed description is given of how an
interesting event to be visualized is decomposed,
combined with interactive questions, narratives,
control flow code and metadata, and finally rendered
into graphical primitive and transformation
specifications. The heart of the paper is our
discussion of XML specifications for content generation
(the object being visualized), interactive questions,
and graphical primitives and transformations, with
briefer discussions of narratives and metadata.
Examples are provided for each in an appendix, with
fuller details to be published on an associated website
that we hope will become a source of future standards
in this area. In conclusion, the approach of the
working group is discussed, and important remaining
challenges are identified.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fuller:2005:FSL,
author = "Ursula Fuller and June Amillo and Cary Laxer and W.
Michael McCracken and Joseph Mertz",
title = "Facilitating student learning through study abroad and
international projects",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "139--151",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113892",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#FullerALMM05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "Computer science is inherently international but its
effective application depends on an understanding of
the local culture in which it is being used. Students
and faculty need to be prepared to operate in this
global environment. This ITiCSE working group report
discusses why an international dimension is an
important component of a computer science, student's
education. It describes ways to add an international
dimension to student learning and provides several case
studies as examples. Barriers to international study
are identified, and recommendations for how to do more
to expand the international opportunities of computer
science students are discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pears:2005:CCL,
author = "Arnold Pears and Stephen Seidman and Crystal Eney and
P{\"a}ivi Kinnunen and Lauri Malmi",
title = "Constructing a core literature for computing education
research",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "152--161",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113893",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#PearsSEKM05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "After four decades of research on a broad range of
topics, computing education has now emerged as a mature
research community, with its own journals, conferences,
and monographs. Despite this success, the computing
education research community still lacks a commonly
recognized core literature. A core literature can help
a research community to develop a common orientation
and make it easier for new researchers to enter the
community. This paper proposes an approach to
constructing and maintaining a core literature for
computing education research. It includes a model for
classifying research contributions and a methodology
for determining whether they should be included in the
core. The model and methodology have been applied to
produce an initial list of core papers. An annotated
list of these papers is given in appendix A.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2005:SCC,
author = "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",
title = "A synthesis of computing concepts",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "162--172",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113894",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#CasselHMDLRVFMS05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "This is the report of Working Group 4 of the ITiCSE
Conference of 2005. The working group met to introduce
some new participants into an ongoing project designed
to explore the representation of all the computing and
information related disciplines in a single,
comprehensive, graphical and interactive structure. The
goal of the work is to support the classification of
research work, the development of curriculum
recommendations and accreditation criteria, and the
analysis of proposed programs of study.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Almstrum:2005:BSH,
author = "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",
title = "Building a sense of history: narratives and pathways
of women computing educators",
journal = j-SIGCSE,
volume = "37",
number = "4",
pages = "173--189",
month = dec,
year = "2005",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1113847.1113895",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:22 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#AlmstrumBOAADDLS05;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib",
abstract = "This working group laid the groundwork for the
collection and analysis of oral histories of women
computing educators. This endeavor will eventually
create a body of narratives to serve as role models to
attract students, in particular women, to computing; it
will also serve to preserve the history of the female
pioneers in computing education. Pre-conference work
included administration of a survey to assess topical
interest. The working group produced aids for
conducting interviews, including an opening script, an
outline of topics to be covered, guidelines for
conducting interviews, and a set of probing questions
to ensure consistency in the interviews. The group
explored issues such as copyright and archival that
confront the large-scale implementation of the project
and suggested extensions to this research. This report
includes an annotated bibliography of resources. The
next steps will include training colleagues in how to
conduct interviews and establishing guidelines for
archival and use of the interviews.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pattis:2006:CSC,
author = "Richard Pattis",
title = "Can't sing, can't act, can dance a little: (on
choosing the right dancing partners)",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "1--1",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121343",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The title of my talk comes from a Hollywood
executive's comments on Fred Astaire's screen test.
Much later, Katherine Hepburn remarking on Fred's
eventual success with his most frequent partner said,
``Fred gave Ginger [Rogers] class, and Ginger gave Fred
sex [appeal]''. I was surprised and delighted to win
this award, and it started me thinking about how I got
to where I am today. In my talk, I'll look back at 36
years of learning and teaching programming, and reflect
on my many ``dancing'' partners. Some were around for a
short time, some I dance with still, and some I dance
with only in my dreams. In some cases, I led; in other
cases I followed. Some dances were as graceful as a
waltz, while others were more like an Apache dance.
During this talk I'll find some time to discuss ``a
view from the trenches'' of four decades of teaching
introductory programming, and if I can muster the
courage, speculate on the future.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{OLeary:2006:LBC,
author = "Mike O'Leary",
title = "A laboratory based capstone course in computer
security for undergraduates",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "2--6",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121346",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe a laboratory based capstone course in
computer security for undergraduates. The course is
based on a sequence of hands-on laboratory exercises
for four teams of students. It emphasizes defensive
tools and techniques at the expense of attacks; it also
takes a network centered view where student teams set
up and configure entire networks. In this paper, we
describe the course, how it fits into the curriculum,
and the laboratory facilities we have developed. We
then present the details of some of our lab exercises,
and discuss the lessons that we have learned.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{George:2006:DSC,
author = "Binto George and Anna Valeva",
title = "A database security course on a shoestring",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "7--11",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121347",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Database security has paramount importance in
industrial, civilian and government domains. Despite
its importance, our search reveals that only a small
number of database security courses are being offered.
In this paper, we share our experience in developing
and offering an undergraduate elective course on
database security with limited resources. We believe
that database security should be considered in its
entirety rather than being component specific.
Therefore, we emphasize that students develop and
implement a database security plan for a typical real
world application. In addition to the key theoretical
concepts, students obtain hands-on experience with two
popular database systems. We encourage students to
learn independently making use of the documentation and
technical resources freely available on the Internet.
This way, our hope is that they will be able to adapt
to emerging systems and application scenarios.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yu:2006:TWS,
author = "H. Yu and W. Liao and X. Yuan and J. Xu",
title = "Teaching a {Web} security course to practice
information assurance",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "12--16",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121348",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents a hybrid teaching approach, a new
Web Security course as well as how to use the hybrid
approach to teach the Web Security course to practice
information assurance. The hybrid teaching approach
contains three key issues that are keeping the lecture
materials up-to-date, assigning former research
projects as comprehensive team projects, and connecting
classroom knowledge with real world web applications.
We have applied this approach to the teaching a Web
Security course and achieved excellent results. Our
experience exhibits that integrating education,
research and web applications into the Web Security
course to practice information assurance are essential
for a sound security education. Using this approach
instructors connect knowledge in the classroom to real
world applications, attract students to the security
area, and train students to become information
assurance professionals.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Murphy:2006:WCG,
author = "Laurie Murphy and Brad Richards and Ren{\'e}e McCauley
and Briana B. Morrison and Suzanne Westbrook and
Timothy Fossum",
title = "Women catch up: gender differences in learning
programming concepts",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "17--21",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121350",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a multi-institutional study that
used categorization exercises (known as constrained
card sorts) to investigate gender differences in
graduating computer science students' learning and
perceptions of programming concepts. Our results show
that female subjects had significantly less pre-college
programming experience than their male counterparts.
However, for both males and females, we found no
correlation between previous experience and success in
the major, as measured by computer science grade point
average at graduation. Data also indicated that, by the
time students completed their introductory courses,
females reported nearly equal levels of mastery as
males of the programming concepts. Furthermore, females
generally considered the programming concepts to be no
more difficult than did the men.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Frieze:2006:CED,
author = "Carol Frieze and Orit Hazzan and Lenore Blum and M.
Bernardine Dias",
title = "Culture and environment as determinants of women's
participation in computing: revealing the {``women-CS}
fit''",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "22--26",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121351",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "There are some arguments that suggest women need
academic handholding, such as a ``female friendly''
curriculum, in order for them to participate and be
successful in computer science and related fields. Then
there are other arguments that suggest we need to
change the field to suit women or help women adjust to
the field. In this paper we present a different
perspective that shows none of these may be necessary.
The ``Women-CS Fit'' is already there! Specifically,
under certain cultural and environmental conditions we
can see that women fit very well into computing fields
and what we have been attributing to gender is actually
the result of cultural and environmental conditions.
The reasons for women participating in --- or not
participating in --- the field of computer science have
little to do with gender and a lot to do with culture.
In other words, we need to recognize that this is a
cultural issue, and an issue that concerns us all.
Appropriate local interventions in the micro-culture
can have large effect. This argument is illustrated in
this paper by three case studies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carter:2006:WSA,
author = "Lori Carter",
title = "Why students with an apparent aptitude for computer
science don't choose to major in computer science",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "27--31",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121352",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The statistics show that the number of Computer
Science majors is dropping across the United States.
Possible reasons include a reduced number of jobs in
the field, an incorrect perception of what Computer
Scientists do, and the students' disinterest due to a
lack of familiarity with the subject. The reasons may
be different for males and females. This paper reports
on a study in which 836 high school calculus and
pre-calculus students were surveyed to try to determine
why students with an apparent aptitude for CS did not
pursue a major in Computer Science. The results
supported some of the hypotheses for declining
enrollment, and rejected others. The top reasons for
rejecting the major were the same for both genders, but
the reasons for choosing the major differed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mead:2006:CTS,
author = "Jerry Mead",
title = "A compiler tutorial scaled for the programming
languages course",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "32--36",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121354",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the structure of two, self-paced,
language-translation tutorials that integrate nicely
into a principles-based undergraduate programming
languages course, thus bringing material normally
covered in a compiler course down into the context of a
traditional programming languages course. The primary
goal of the tutorials is to provide students with
useful models for programming language principles as
well as a very basic introduction to compiling
techniques, including tokenizing, parsing, static
semantic checking, and code generation. The paper also
exposes a pedagogic technique of repeated exposure that
drives the success of these tutorials.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Standley:2006:PLP,
author = "Hilda M. Standley",
title = "'Programming language paradigms' instruction through
designing a new paradigm",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "37--40",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121355",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Undergraduate and master's students enrolled in a
programming language paradigms class are given the
assignment to design a new programming language
paradigm. The students are asked to develop a paradigm
concept, demonstrate the utility of the paradigm for
programmed solutions, and outline a sample programming
language. Resulting student-designed paradigms from
this class fall into three loosely defined categories:
connection with a physical item, modeling a process,
and representing program structure. The resulting class
experience demonstrates that students can think and
create beyond existing paradigms and features of
languages to the level of abstraction that defines a
new paradigm.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wick:2006:USI,
author = "Michael R. Wick and Daniel E. Stevenson",
title = "On using scheme to introduce {Prolog}",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "41--45",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121356",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The traditional way to teach Prolog is to have
students start by writing recursive mathematical
definitions of the problems they are trying to solve.
While this is an effective technique, it does not fit
well into a Programming Languages course that uses a
single demonstration language to illustrate the
different paradigms. Thus, we have developed an
approach to introduce students to Prolog via our
demonstration language, Scheme. Additionally, we
performed an experiment to determine if the Scheme to
Prolog approach is as effective at introducing Prolog
as the more traditional recursive mathematical
definition approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Decker:2006:TLG,
author = "Adrienne Decker and Phil Ventura and Christopher
Egert",
title = "Through the looking glass: reflections on using
undergraduate teaching assistants in {CS1}",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "46--50",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121358",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Over the last several years, there have been reports
of many institutions using undergraduate students as
teaching assistants (UTAs) in the classroom for CS1 as
well as other courses in the curriculum. The literature
has shown successes over a wide range of class sizes
and UTA responsibilities. At University at Buffalo, we
have been using undergraduates as teaching assistants
in our CS1 course since Spring 2002, and have been
impressed with the results. Throughout the deployment
of the UTA program, the instructors of CS1 have
observed that when UTAs are utilized in the classroom,
both the students and the UTAs themselves benefit from
their interactions. The UTAs have also become actively
involved in providing feedback about the course design
and have been suggesting improvements to assignments
and in-class examples. They have also been involved in
the process to hire new UTAs to replace those that are
graduating. We have observed that such interactions
have improved the UTAs sense of investment and
ownership in the CS1 course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Niezgoda:2006:SST,
author = "Sebastian Niezgoda and Thomas P. Way",
title = "{SNITCH}: a software tool for detecting cut and paste
plagiarism",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "51--55",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121359",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Plagiarism of material from the Internet is a
widespread and growing problem. Computer science
students, and those in other science and engineering
courses, can sometimes get away with a ``cut and
paste'' approach to assembling a paper in part because
the expected style of technical writing is less
expositional than in liberal arts courses. Detection of
cut and paste plagiarism is time-consuming when done by
hand, and can be greatly aided by automated software
tools. This paper reports on the design of a software
tool called SNITCH that implements a fast and accurate
plagiarism detection algorithm using the Google Web
API. Issues related to plagiarism detection software
are discussed and empirical results of a performance
and accuracy study are presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Noonan:2006:BEG,
author = "Robert E. Noonan",
title = "The back end of a grading system",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "56--60",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121360",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The phases of a grading system are discussed, namely:
delivery, assessment, marking, review, and return. A
system which addresses the back end, namely, the last
three phases, is described. Late binding of marks to a
graded project is used, simplifying the revision
process. The use of the system by various courses and
its benefits are discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McNally:2006:DLM,
author = "Myles McNally and Michael Goldweber and Barry Fagin
and Frank Klassner",
title = "Do {Lego Mindstorms} robots have a future in {CS}
education?",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "61--62",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121362",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rosmaita:2006:ACS,
author = "Brian J. Rosmaita and Katherine Deibel and Robert F.
Cohen and Mary Anne L. Egan",
title = "Accessibility and computer science education",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "63--64",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121363",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Denning:2006:RCC,
author = "Peter Denning and Andrew McGettrick and Paul
Rosenbloom and Larry Snyder",
title = "Re-centering computer science",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "65--66",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121364",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cortina:2006:DHC,
author = "Thomas J. Cortina and Richard McKenna",
title = "The design of a history of computing course with a
unique perspective",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "67--71",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121366",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe the design and
implementation of a new history of computing course
that includes personal and historical perspectives from
faculty members to supplement the course material.
Despite decreasing enrollments in our computer science
courses, this new course has achieved significantly
large enrollments and a wide audience due to this
unique faculty perspective in addition to the approval
of this course as a general education requirement that
addresses the implications of science and technology on
society.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gousie:2006:RWP,
author = "Michael B. Gousie",
title = "A robust {Web} programming and graphics course for
non-majors",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "72--76",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121367",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Web Programming, Graphics, and Design is a course with
no prerequisites that teaches non-computer science
majors how to create their own sophisticated web pages.
The course begins with the use of popular software such
as Dreamweaver and Fireworks and then progresses to
writing interactive web pages in Java. Students learn
how to program with Java's Abstract Window Toolkit
(AWT) as well as the graphics library, leading to the
creation of $3$D images. Solving problems involving
mathematics is a theme throughout much of the course.
Finally, following Wheaton College's curricular
emphasis on inter-departmental offerings, the course is
linked with Graphic Design I in the Art Department,
enabling students to learn the design portion in even
greater depth.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cliburn:2006:CCL,
author = "Daniel C. Cliburn",
title = "A {CS0} course for the liberal arts",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "77--81",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121368",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a non-major introductory course
in computer science, specifically for students at a
liberal arts institution. College-wide writing and
speaking requirements across the curriculum are
supported through a variety of assignments. The
computer science department has experienced many
benefits as a result of offering this course, including
improved performance by students in introduction to
programming and greater enrollment numbers across
departmental courses. Suggestions for improving future
offerings of the class are also proposed in the
paper.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Xu:2006:CCT,
author = "Li Xu and Fred G. Martin",
title = "Chirp on crickets: teaching compilers using an
embedded robot controller",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "82--86",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121370",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Traditionally, the topics of compiler construction and
language processing have been taught as an elective
course in Computer Science curricula. As such, students
may graduate with little understanding or experience
with the useful techniques embodied in modern compiler
construction. In this paper, we present the design of
Chirp, a language specification and compiler
implementation. As a language, Chirp is based on Java/C
syntax conventions and is matched with the stack-based
virtual machine that is built into the simple yet
versatile Handy Cricket educational robot controller.
As a compiler, the Chirp design is a series of Java
components. These modules demonstrate key compiler
construction techniques including lexing, parsing,
intermediate representation, semantic analysis, error
handling and code generation. We have designed a 6-week
teaching module to be integrated into an
intermediate-level undergraduate programming class. In
the module, students will incrementally build the Chirp
compiler, culminating with code generation for the
Cricket controller. They will test their work on both
physical Cricket-based robots and a web-based Cricket
simulator. The Chirp system and our pedagogical design
provides a realistic and engaging environment to teach
compilers in undergraduate core programming courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Waite:2006:CCT,
author = "William M. Waite",
title = "The compiler course in today's curriculum: three
strategies",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "87--91",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121371",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The broadening of computer science education has
called into question the roles of many traditional core
courses. In order to remain viable, courses such as
compiler construction must provide a coherent view of
their subject matter that fits with the rest of the
institution's curriculum. Three strategies have evolved
for this course. As described in this paper, each
strategy provides a model that a professor can use to
design an appropriate course for their situation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Frens:2006:FCF,
author = "Jeremy D. Frens and Andrew Meneely",
title = "Fifteen compilers in fifteen days",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "92--96",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121372",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Traditional approaches to semester-long projects in
compiler courses force students to implement the early
stages of a compiler in depth; since many students fall
behind, they have little opportunity to implement the
back end. Consequently, students have a deep knowledge
of early material and no knowledge of latter material.
We propose an approach based on incremental development
and test-driven development; this approach solves the
emphasis problem, provides experience with useful
tools, and allows for such a course to be taught in a
three or four weeks.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tran:2006:ETT,
author = "Sam Phu Manh Tran and T. Andrew Yang",
title = "Evaluations of target tracking in wireless sensor
networks",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "97--101",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121374",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Target tracking is one of the most important
applications of wireless sensor networks. Optimized
computation and energy dissipation are critical
requirements to maximize the lifetime of the sensor
network. There exists a demand for self-organizing and
routing capabilities in the sensor network. Existing
methods attempting to achieve these requirements, such
as the LEACH-based algorithms, however, suffer either
redundancy in data and sensor node deployment, or
complex computation incurred in the sensor nodes. Those
drawbacks result in energy use inefficiency and/or
complex computation overhead. OCO, or Optimized
Communication and Organization, is an algorithm that
ensures maximum accuracy of target tracking, efficient
energy dissipation, and low computation overhead on the
sensor nodes. Simulation evaluations of OCO are
compared with other two methods under various
scenarios.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bullers:2006:VMI,
author = "William I. {Bullers, Jr.} and Stephen Burd and
Alessandro F. Seazzu",
title = "Virtual machines --- an idea whose time has returned:
application to network, security, and database
courses",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "102--106",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121375",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Virtual machines provide a secure environment within
which students may install, configure, and experiment
with operating system, network, and database software.
This paper describes experiences teaching three
advanced courses in system and network administration,
information security and assurance, and database
administration using VMware workstation in a shared
student laboratory. The paper describes benefits and
challenges in course and lab configuration, security,
and administration.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{DeHart:2006:ONL,
author = "John DeHart and Fred Kuhns and Jyoti Parwatikar and
Jonathan Turner and Charlie Wiseman and Ken Wong",
title = "The open network laboratory",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "107--111",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121376",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Open Network Laboratory (ONL) is a remotely
accessible network testbed of high performance routers
which has been designed with an eye towards ease of use
for users from the na{\"\i}ve to the expert. The system
is built around a set of high-performance routers that
are extendible and easily configurable through the
Remote Laboratory Interface (RLI), an intuitive
graphical interface. The RLI also makes it easy to
configure packet filters in the routers, assign flows
or flow aggregates to separate queues with configurable
QoS and attach hardware monitoring points to real-time
charts. The RLI's real-time charts and user data
facility make it easy to directly view the effects of
traffic as it moves through a router, allowing the user
to gain better insight into system behavior and create
compelling demonstrations. Each port of the router is
equipped with an embedded processor that supports
software plugins which allow users to extend the
system's functionality. This paper describes the ONL
and how it can be used in networking education. Our web
site onl.arl.wustl.edu includes a short video and a
tutorial.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Osborne:2006:TSW,
author = "Lawrence J. Osborne",
title = "Thinking, speaking, and writing for freshmen",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "112--116",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121378",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Our entering freshmen have little experience with the
underlying concepts of computer science and information
technology, and they are not familiar with the process
of absorbing new information through listening and
reading and cooperating with other well-trained
individuals to increase their knowledge and skills in a
subject. Simply making group assignments requiring
research papers and presentations does not enable
students to appreciate this process which is a
characteristic of all fields of scientific inquiry
today. Most of our upper division courses have team
projects, but student culture resists effective
teamwork. We have established a course for freshman
entitled ``Thinking, Speaking, and Writing in Computer
Science'' in which we try to lay the groundwork for
group work in later classes by fostering a sense of
interdependence among team members, accountability of
individual students to the team in the form of
preparation and completion of project tasks, frequent
meetings to promote team goals, the development of
social skills required for collaboration, and the value
of group discussion of strategies in problem solving.
Although the course has been in existence only two
years, our department has observed that students are
finding that following this approach to learning leads
to improved academic performance, and that students are
becoming more adept in learning skills as they realize
the benefits that accrue from our approach to
intelligent interaction with their peers and
instructors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hoffman:2006:BWL,
author = "Mark E. Hoffman and Timothy Dansdill and David S.
Herscovici",
title = "Bridging writing to learn and writing in the
discipline in computer science education",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "117--121",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121379",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Writing in Computer Science education is typically
writing to communicate to a professional audience--also
known as ``writing in the discipline.'' (WID) A few
Computer Science educators have promoted ``writing to
learn'' (WTL) for active learning. A gap exists between
these two forms of writing that inhibits the general
adoption of writing in Computer Science. We propose
that ``bridging'' informal WTL assignments to formal
disciplinary writing as a way of promoting general
adoption of writing across all courses, thus improving
thinking and writing skills for all Computer Science
students. We include examples of assignments that
bridge writing to learn and writing in the
discipline.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Etlinger:2006:FWT,
author = "Henry A. Etlinger",
title = "A framework in which to teach (technical)
communication to computer science majors",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "122--126",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121380",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe a framework in which to consider designing
an entire course for Computer Science majors that
covers both technical communications as well as more
general communication issues. By utilizing abstraction,
we're able to fashion a framework that allows
instructors to design specific course elements that
meet their needs or priorities. We take advantage of
many other efforts reported upon in the past that
discuss processes that students can follow in
developing effective communication artifacts, blend
writing or speaking assignments into individual
courses, or talk about communication-intensive
courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ferguson:2006:SLP,
author = "Roger Ferguson and Chang Liu and Mary Last and Joe
Mertz",
title = "Service-learning projects: opportunities and
challenges",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "127--128",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121382",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Zweben:2006:OBC,
author = "Stu Zweben and Han Reichgelt and Gayle Yaverbaum",
title = "Outcomes-based computing accreditation criteria",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "129--130",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121383",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roberts:2006:AJT,
author = "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",
title = "The {ACM Java Task Force}: final report",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "131--132",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121384",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gonzalez:2006:SAA,
author = "Graciela Gonzalez",
title = "A systematic approach to active and cooperative
learning in {CS1} and its effects on {CS2}",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "133--137",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121386",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents a description of a course redesign
to incorporate active and cooperative learning
techniques into an Introduction to Programming course
(CS1) in a systematic way that addresses all aspects of
the course: delivery, management, and assessment. The
primary goals of the experience were to improve student
learning in CS1 and help students develop a support
system. By increasing their competence and confidence,
and helping them establish a working relationship with
their peers, we sought to improve their persistence and
performance in the program. We thus focus on student
performance and retention through the follow-up class
(CS2) as taught at Sam Houston State University. The
results are encouraging. We observed that 70\% of those
students that had the Active Learning experience in CS1
end up getting a passing grade in CS2, with only 10\%
withdrawing (dropping or resigning), in contrast to a
44\% passing rate and 25\% withdrawal rate among those
that took a regular CS1 class.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McKinney:2006:DCS,
author = "Dawn McKinney and Leo F. Denton",
title = "Developing collaborative skills early in the {CS}
curriculum in a laboratory environment",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "138--142",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121387",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The research on teaching and learning over the past 50
years suggests that the early use of collaborative
learning leads to higher interest, higher retention,
and higher academic performance in students. Early use
of these techniques can also increase the sense of
belonging for students and can lead to the early
development of collaborative skills to prepare students
for team experiences in subsequent courses and future
careers. During the weekly lab sessions of a second
semester introduction to programming course students
engaged in collaborative learning experiences through
team-based problem solving, project planning, pair
programming, and other agile software development
practices. Course objectives provided specific goals
and criteria for assessment relative to these skills.
The assessment in the authors' prior work identified
several problem areas which led to specific initiatives
to address those problems: (a) instructor-chosen teams,
(b) early instruction and reflection on team skills,
(c) feedback on team performance, and (d) the use of an
IDE that incorporates an automated test-driven
development tool. This paper describes the
implementation and assessment of these efforts. A
significant increase in student team skills from the
middle of the semester to the end of the semester was
observed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Budd:2006:ALA,
author = "Timothy A. Budd",
title = "An active learning approach to teaching the data
structures course",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "143--147",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121388",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe the how active learning
techniques have been successfully applied in a CS 2
course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bower:2006:VCP,
author = "Matt Bower",
title = "Virtual classroom pedagogy",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "148--152",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121390",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "For lecturers who are used to presenting face-to-face,
facilitating online classes through a virtual classroom
interface proposes several new challenges. At the same
time the affordances of the media offer many
opportunities to improve the quality of students'
learning. This paper outlines the pedagogical lessons
derived from convening a first year introductory
programming unit through a series of twelve, two-hour
online classes. General virtual classroom strategies as
well as those particular to computer science are
described. Approaches to developing students' virtual
classroom competencies, approaches to groupwork, and
the implications of virtual classrooms for professional
development and research are also discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Woszczynski:2006:COI,
author = "Amy B. Woszczynski",
title = "{CyberTech I}: online introduction to computer science
course for high school students",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "153--157",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121391",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "As high schools begin to offer more distance learning
courses, universities have an opportunity to establish
partnerships to deliver online computer science
courses. As we face declining enrollment, these
partnerships offer the ability to reach a significant
portion of students who may not otherwise consider
computer science. Particularly for underrepresented
groups, such as African-Americans, Hispanics, women,
and first-generation college students, these
partnerships offer the potential to recruit additional
students into computing fields. This paper describes
the first portion of a multi-year partnership between a
large university and multiple high schools in a
metropolitan area. CyberTech I is an online
introduction to computer science course offered to high
school students by university faculty. Initial results
indicate that students were generally satisfied with
their online course experience and plan to continue to
participate in the program. We describe the curriculum
introduced and discuss some of the challenges faced and
the lessons learned.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Miliszewska:2006:ETU,
author = "Iwona Miliszewska and John Horwood",
title = "Engagement theory: a universal paradigm?",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "158--162",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121392",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A Computer Science degree is offered by Victoria
University both locally in Australia and
transnationally in Hong Kong. The degree includes a
compulsory final year Project subject. The Project, a
team effort, involves the design and implementation of
a real-life computer application for an external
client. Academics responsible for the degree consider
Project and its three components of group context,
project-based problems, and outside focus essential to
transforming computing students into competent
graduates. Do Project students support this view? This
paper reports on a comparative study of the students'
perceptions of the project experience and the relative
importance of its three components. The paper discusses
the results of the study with respect to the different
locales, Melbourne and Hong Kong, and concludes by
considering the implications of the study on the
Project model. Erratum: This paper is slightly edited
from: Miliszewska, I., \& Horwood, J. (2004).
Engagement Theory: A Framework for Supporting Cultural
Differences in Transnational Education, Proceedings of
the HERDSA Conference, Miri, Malaysia, July 2004,
(electronic proceedings). This is a revised and
extended version of: Miliszewska, I., Horwood J., \&
McGill, A. (2003). Transnational Education through
Engagement: Students Perspective, Proceedings of the
Informing Science and IT Education Conference IS2003,
Pori, Finland, June 2003, 165-173.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Matsuura:2006:EMP,
author = "Saeko Matsuura",
title = "An evaluation method of project based learning on
software development experiment",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "163--167",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121394",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In recent years, it has been widely acknowledged that
classes designed by utilizing PBL (Project-Based
Learning) are effective in enhancing the
problem-solving ability of university students. In
PBL-based classes, students try to apply their
knowledge to solve the problems by themselves;
therefore, such classes are effective in improving
problem-solving and communication abilities of
students. However, it is difficult for a teacher to
appropriately assess individual contributions in a
group work such as PBL. Since 2002, we have been
planning and conducting group-work-based software
development experiments as an approach to PBL. This
paper describes the manner in which the class was
designed and conducted in order to evaluate the
contribution of each individual student based on the
degree of achievement of a goal in a group work. We
propose an evaluation method based on an evaluation
model of PBL and discuss the trial results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Winters:2006:CLT,
author = "Titus Winters and Tom Payne",
title = "Closing the loop on test creation: a question
assessment mechanism for instructors",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "169--170",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121395",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "New accreditation requirements focus on education as a
``continuous improvement process.'' The most important
part of such a process is that information gets fed
back into the system to improve the quality of the
output. This requirement is often interpreted to imply
a course-level feedback loop that iterates on offerings
of courses or entire academic years. This paper
provides a smaller and more immediate feedback loop.
This technique gives instructors feedback on the
quality of each question on a test or quiz, as well as
a numeric score for the difficult of the question. A
simple tool implementing this procedure can be used to
help train instructors on which questions are
difficult, as well as what types of questions are
correlated with ability, and how to design a meaningful
instrument of assessment. Performing this analysis at
the end of a course offering could help demonstrate
continuous improvement to accreditation committees.
Performing this analysis immediately after the
administration of a test or quiz can point out topics
that the class as a whole have failed to understand,
thus giving instructors more insight into student
knowledge.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Levine:2006:XPA,
author = "David B. Levine and Henry M. Walker",
title = "{XP} practices applied to grading",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "173--177",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121396",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The grading of student work is of the utmost
importance to a computer science educator. This paper
examines the practices of eXtreme Programming (XP) and
considers how they apply to the tasks of assigning
grades to student work, even as those grades must both
evaluate the student objectively and communicate with
her personally.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Deremer:2006:IUS,
author = "Dorothy Deremer and Katherine G. Herbert",
title = "An interdisciplinary undergraduate science informatics
degree in a liberal arts context",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "179--183",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121398",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe a new interdisciplinary
B.S. degree in Science Informatics at Montclair State
University, a multipurpose public institution that
includes a substantial General Education component.
Beginning in the freshmen year, the Science Informatics
curriculum contains 16 semester hours of
interdisciplinary science informatics courses including
a freshmen experience, internships, a research
component, ethics, and a concentration currently in
bioinformatics, cheminformatics, or computer science as
well as core science and mathematics courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fetrow:2006:BCC,
author = "Jacquelyn S. Fetrow and David J. John",
title = "Bioinformatics and computing curriculum: a new model
for interdisciplinary courses",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "185--189",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121399",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An interdisciplinary bioinformatics course has been
taught at Wake Forest for three semesters.
Undergraduate and graduate students from multiple
academic specialties are brought together in a single
classroom. In addition to focusing on traditional
bioinformatics topics, this course concentrates on
interdisciplinary collaboration in the in-class
exercises and the research-based course project. A team
of faculty from complementary disciplines teach the
course. Productive communication is one key goal of
this course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Blahnik:2006:ACC,
author = "James Blahnik and Bonnie McVey and David Pankratz",
title = "Adding concentrations to the {CS} major: our dean
calls us `innovative'",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "191--194",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121400",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In response to recent studies on enrollment trends and
our own assessment results, we have significantly
modified our Computer Science major to include not only
a traditional major in computer science but also to
include concentrations in Business Information Systems
and Graphic Design and Implementation. As we are a
small liberal arts college with three faculty members
and a small budget, we have partnered with other
disciplines on campus to provide options for our majors
to apply concepts and principles of computer science to
other areas. We present here our plans of study for the
three concentrations, our rationale for making these
additions, and favorable responses from students,
faculty, and administration.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Almstrum:2006:TLW,
author = "Vicki L. Almstrum and David Klappholz and Steven
Condly and John Clement",
title = "Are they learning what (we think) we're teaching?",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "195--195",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121402",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Armoni:2006:ATR,
author = "M. Armoni and S. Rodger and M. Vardi and R. Verma",
title = "automata theory: its relevance to computer science
students and course contents",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "197--198",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121403",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2006:CRC,
author = "Lillian (Boots) Cassel and Andrew McGettrick and
Robert H. Sloan",
title = "A comprehensive representation of the computing and
information disciplines",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "199--200",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121404",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cutler:2006:WTI,
author = "Robb Cutler and Chris Stephenson",
title = "Working together to improve {K}-12 computer science
education",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "201--201",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121344",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The on-going crisis in K-12 computer science education
is now exacerbating pipeline issues at all educational
levels. This session explores Computer Science Teachers
Association's perspective on addressing the challenges
facing K-12 computer science and how the solutions will
the benefit both secondary and post-secondary
education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Way:2006:VLM,
author = "Thomas P. Way",
title = "A Virtual Laboratory Model for Encouraging
Undergraduate Research",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "203--207",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121406",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Undergraduate students who perform research benefit
greatly from the experience, yet achieving high levels
of voluntary participation remains an elusive goal.
This paper describes the implementation of an
innovative laboratory model designed to encourage
computer science undergraduates to actively pursue
collaborative research with faculty and other students.
As an extension of earlier research into team-based
software engineering education, the Applied Computing
Technology Laboratory was formed to provide an
authentic and engaging experience in real-world
computer science research. The model, which relies on a
web site as its focus, is presented along with the
results of one year of active research.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Polack-Wahl:2006:LSU,
author = "Jennifer A. Polack-Wahl and Karen Anewalt",
title = "Learning strategies and undergraduate research",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "209--213",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121407",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Undergraduate students often lack the skills necessary
to conduct independent research. In order to improve
students' skills in research, the Computer Science
department at the University of Mary Washington has
designed and offered a course in research methods. The
course teaches students about learning strategies that
they can apply across the computing discipline and
beyond. This paper describes the process that was used
to create a new research methods course, the details
related to the first offering of the course, and
findings on how the course changed students' perception
of research.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Knox:2006:MSU,
author = "Deborah L. Knox and Peter J. DePasquale and Sarah M.
Pulimood",
title = "A model for summer undergraduate research experiences
in emerging technologies",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "214--218",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121408",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Integrating emerging technologies into the curriculum
is expected in our evolving discipline, although
finding the time to master these can prove difficult.
Institutional expectations for scholarly achievement
need not take precedence; the use of an overarching
theme for a summer research experience is presented as
one approach to join a group of people with a unifying
topic for study and discussion leading to the natural
incorporation of the emergent technology into the
curriculum. This paper presents a successful model for
undergraduate summer research where participants, both
faculty and students, investigated information security
(IS) topics and learned from IS professionals. This was
applied to individual research projects in disconnected
areas in computing. The unifying experiences encouraged
a collegial and supportive environment, firmly
establishing peer and faculty / student collaboration.
Student perceptions about the field and career options
were positively effected, leading to increased interest
in the emergent area as well as in future graduate
studies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Denning:2006:MCC,
author = "Tamara Denning and William G. Griswold and Beth Simon
and Michelle Wilkerson",
title = "Multimodal communication in the classroom: what does
it mean for us?",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "219--223",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121410",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Experimentation has shown that in-class educational
technologies, by permitting anonymous, authored
participation, can dramatically alter student
communications in the classroom. Now, the appearance of
dual pen-and-keyboard computing devices in the
university classroom, notably Tablet PCs, motivates
thinking critically about how different expressive
modalities could improve in-class student problem
-solving and communication. This paper describes the
use of Ubiquitous Presenter 2.0 in a study to discover
the driving issues of multimodality for both in-class
technologies and student exercises. This paper
sensitizes instructors to the issues of modality and
makes specific recommendations for application design.
We find that the choice of modality is not merely one
of efficiency or naturalness, but is loaded with
numerous personal, social, and material considerations.
Although use of the pen (over typed text) is generally
preferred, we find that choice itself is critical to
encouraging student creativity, collaboration, and
communication.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pollard:2006:ENK,
author = "Shannon Pollard and Robert C. Duvall",
title = "Everything {I} needed to know about teaching {I}
learned in kindergarten: bringing elementary education
techniques to undergraduate computer science classes",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "224--228",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121411",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "By expanding the teaching styles used in computer
science classrooms, we can expand the audience of
students that enjoy and excel in technology. Rather
than focusing on major curriculum changes or new
programs specifically for non-traditional students, we
propose that relatively simple expansions in teaching
style can have significant results. In particular, we
advocate incorporating teaching techniques reminiscent
of kindergarten: games, toys, stories, and play. These
techniques promote an active learning environment,
level the playing field for non-technical students,
provide motivation beyond grades, and make class time
fun. In this paper, we want to acknowledge the many
activities others have proposed by providing a coherent
categorization of such activities and show how to use
these techniques throughout the curriculum rather than
as special experiences.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Christensen:2006:CVS,
author = "K. Christensen and D. Rundus and G. Perera and S.
Zulli",
title = "{CSE} volunteers: a service learning program to
provide {IT} support to the {Hillsborough County School
District}",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "229--233",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121412",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Service-learning enables computer science and
engineering students to apply and refine their
technical skills, learn new soft skills, and make a
contribution to their community. At the University of
South Florida we have organized a group of computer
science and engineering students, called the CSE
Volunteers, to provide IT support to the Hillsborough
County School District. In spring 2005 over 7\% of our
undergraduate students voluntarily served in this
program. While the work is fairly low-level, the
experience for the students and school district has
been very positive. Future directions include
quantitative assessment, tackling projects of greater
complexity, seeking corporate funding, and applying
this program to help recruit new students to the
major.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jipping:2006:HIF,
author = "Michael J. Jipping and Sara Henry and Kathleen Ludewig
and Leslie Tableman",
title = "How to integrate {FPGAs} into a computer organization
course",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "234--238",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121414",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A crucial part of the Computer Organization course is
the examination of and experimentation with digital
logic circuits. In departments with limited budgets,
however, this activity can be problematic. Due to
historical roots and enrollment sizes, departments tend
to focus on software aspects of computer science. This
means that hardware concerns are often relegated to
textbook and paper-and-pencil examination. This paper
details how to use field programmable gate arrays ---
hardware gates with a programming interconnection
switch --- in the Computer Organization course. We will
overview the reasons for using them, outline ways to
use them effectively and cheaply, and demonstrate FEWD,
our system for integrating visual design with FPGAs for
student experimentation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Vollmar:2006:MEO,
author = "Kenneth Vollmar and Pete Sanderson",
title = "{MARS}: an education-oriented {MIPS} assembly language
simulator",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "239--243",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121415",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe the implementation of ``MARS,'' a GUI,
Java-based simulator for the MIPS assembly language.
MIPS, the computer architecture underlying the
simulated assembly language, is widely used in industry
and is the basis of the popular textbook Computer
Organization and Design [6], used at over 400
universities. The MARS simulator has been implemented
with characteristics that are especially useful to
undergraduate computer science students and their
instructors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Borunda:2006:GGV,
author = "Patrick Borunda and Chris Brewer and Cesim Erten",
title = "{GSPIM}: graphical visualization tool for {MIPS}
assembly programming and simulation",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "244--248",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121416",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe our system, GSPIM, used for visualization
of low-level MIPS Assembly programming and simulation.
Although many visualization tools for algorithms and
high-level programs have been considered in educational
settings, visualization specific to low-level programs
have not received enough consideration. One desirable
property of such a visualization is that it should
close the gap between high-level programming constructs
and the sequential nature of low-level programs.
Secondly it should provide techniques to present
information specific to the simulation of the code.
GSPIM supports both properties and is publicly
available at
http://www.cs.arizona.edu/~cesim/gspim.tar.gz",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Larson:2006:UCS,
author = "Eric Larson",
title = "An undergraduate course on software bug detection
tools and techniques",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "249--253",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121418",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The importance of software bug detection tools is high
with the constant threat of malicious activity.
Companies are increasingly relying on software bug
detection tools to catch exploitable bugs before the
program is released. This paper describes a course on
software bug detection techniques that is aimed at
undergraduates. Courses in software verification are
often taught at the graduate level and too theoretical
and research oriented for undergraduates. A key
component of the course is the programming assignments
where students gain practical experience in creating
their own software bug detection tools using a source
to source converter for a subset of C++.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Janzen:2006:TDL,
author = "David S. Janzen and Hossein Saiedian",
title = "Test-driven learning: intrinsic integration of testing
into the {CS\slash SE} curriculum",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "254--258",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121419",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Test-driven learning (TDL) is an approach to teaching
computer programming that involves introducing and
exploring new concepts through automated unit tests.
TDL offers the potential of teaching testing for free,
of improving programmer comprehension and ability, and
of improving software quality both in terms of design
quality and reduced defect density. This paper
introduces test-driven learning as a pedagogical tool.
It will provide examples of how TDL can be incorporated
at multiple levels in computer science and software
engineering curriculum for beginning through
professional programmers. In addition, the
relationships between TDL and test-driven development
will be explored. Initial evidence indicates that TDL
can improve student comprehension of new concepts while
improving their testing skills with no additional
instruction time. In addition, by learning to construct
programs in a test-driven manner, students are expected
to be more likely to develop their own code with a
test-driven approach, likely resulting in improved
software designs and quality.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Agarwal:2006:DAL,
author = "Rahul Agarwal and Stephen H. Edwards and Manuel A.
P{\'e}rez-Qui{\~n}ones",
title = "Designing an adaptive learning module to teach
software testing",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "259--263",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121420",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Adaptive learning systems aim to precisely tailor
education and training to the individual needs of
learners. Such systems use an internal model of a
user's current knowledge to adjust the navigational
affordances and presentation order of material. The
user model is incrementally built and updated as the
user demonstrates mastery by completing exercises and
tests. Designing courses that are delivered adaptively
involves addressing many complexities. This paper
describes experiences designing the first adaptive
module in a series intended to teach software testing
skills. Experiences in using the first module and a
preliminary evaluation of its effectiveness are
presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lopez:2006:MDL,
author = "Antonio M. {Lopez, Jr.} and Robert Lent and Frederick
G. Lopez and Madonna G. Constantine",
title = "A multi-disciplinary look at the computing
disciplines",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "264--265",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121422",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Angel:2006:TCG,
author = "Edward Angel and Steve Cunningham and Peter Shirley
and Kelvin Sung",
title = "Teaching computer graphics without raster-level
algorithms",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "266--267",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121423",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Marion:2006:FOR,
author = "Bill Marion",
title = "Final oral report of the {SIGCSE} committee on the
implementation of a discrete mathematics course",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "268--269",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121424",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rosmaita:2006:AFN,
author = "Brian J. Rosmaita",
title = "Accessibility first!: a new approach to {Web} design",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "270--274",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121426",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper proposes an accessibility first pedagogy
for web design, in which the course is organized around
the requirement of implementing web pages accessible to
visually impaired computer users. This approach and its
advantages are discussed in detail.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Siegfried:2006:VPB,
author = "Robert M. Siegfried",
title = "Visual programming and the blind: the challenge and
the opportunity",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "275--278",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121427",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The proliferation of graphical user interfaces has had
a dramatic impact on the ability to work as a
programmer. It is particularly difficult for the blind
to create forms for visual programming applications,
such as Visual Basic. A scripting language is
introduced that enables the blind to create Visual
Basic forms without needing to specify a great deal of
detail and without needing the ``point and click''
approach that they cannot use. Related issues of
accommodating the blind in a computer science course
are also discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cohen:2006:TGV,
author = "Robert F. Cohen and Arthur Meacham and Joelle Skaff",
title = "Teaching graphs to visually impaired students using an
active auditory interface",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "279--282",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121428",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present our ongoing research in the communication
of graphs and relational information to blind computer
science students. We have developed a system called
exPLoring graphs at UMB (PLUMB) that displays a drawn
graph on a tablet PC and uses auditory cues to help a
blind user navigate the graph. Beyond Computer Science
education, this work has applications to assist blind
individuals in navigation, map manipulation and other
applications that require graph visualization.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{DePasquale:2006:ELD,
author = "Peter DePasquale",
title = "Exploiting on-line data sources as the basis of
programming projects",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "283--287",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121430",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Internet is an exciting place to find real,
interesting, and interactive sources of data for use in
the classroom. This data (often real world), can
provide the basis of interesting projects for CS1 and
CS2 courses. Additionally, the source or exchange
protocol can be used as a gentle introduction for
novice computer science majors to the myriad of data
formats and emerging technologies available today.
Presented here are a number of interesting data sources
used during the 2004-2005 academic year in our own CS2
data structures course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Proulx:2006:DCH,
author = "Viera K. Proulx and Kathryn E. Gray",
title = "Design of class hierarchies: an introduction to {OO}
program design",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "288--292",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121431",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We report on the experience of teaching an
introductory second semester computer science course on
Fundamentals of Computer Science that uses our
curriculum How to Design Class Hierarchies and the
ProfessorJ programming languages implemented within the
DrScheme programming environment. This comprehensive
curriculum for an introductory course focuses on
principled design of class based programs in an
object-oriented language (Java) with a carefully
structured gradual increase in the complexity of the
class structure and the programming language. The
curriculum includes extensive lecture notes,
programming assignments, closed lab plans, exams, and
the first part of a textbook. The curriculum is
supported by a programming environment ProfessorJ with
a series of gradually more complex teaching languages
that support a novice learner. The pedagogy focuses on
teaching the students problem solving and design skills
that transcend the study of programming. The
organization of the topics draws its strength from the
theory of programming languages by focusing on the
structure of data rather than on algorithms, user
interactions, or arcane details of the programming
language syntax.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reges:2006:BBC,
author = "Stuart Reges",
title = "Back to basics in {CS1} and {CS2}",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "293--297",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121432",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a significant redesign of the
introductory courses at the University of Washington
that has led to increased enrollments, increased
student satisfaction and an increase in the number of
women admitted to the CS major. The new courses are
still taught in Java, but they represent a return to
the basics that were emphasized in the pre-Java era.
The biggest changes have occurred in the CS1 course
where we have replaced an ``objects early'' curriculum
with a more traditional procedural approach using
static methods in Java. The new CS1 course emphasizes
problem solving, procedural decomposition and mastery
of basic skills (e.g., loops, conditionals and arrays).
The new CS2 course emphasizes data structures, linked
lists, binary trees and recursion.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Polze:2006:TOS,
author = "Andreas Polze and Dave Probert",
title = "Teaching operating systems: the windows case",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "298--302",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121434",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An operating system (OS) is a program that manages
computer hardware. And although today's
commercial-off-the-shelf desktop operating systems
appear to be an integral part of PCs and workstation to
many users, a fundamental understanding of the
algorithms, principles, heuristics, and optimizations
used is crucial for creating efficient application
software. Furthermore, many of the principles in OS
courses are relevant to large system applications like
databases and web servers. Within this paper, we
present our approach towards teaching OS concepts based
on the Windows family of operating systems. In contrast
to many stable Unix-based curricula, a Windows-based OS
curriculum has to take into account the OS as a moving
target. And although Windows source code has been made
available to academic institutions, managing complexity
is among the biggest challenges when teaching OS
concepts based on Windows. Teaching experiences
reported within this paper have lead to development of
the ``Curriculum Resource Kit (CRK)'', an entire
Windows-based OS curriculum that is freely available
for download.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Robbins:2006:UCS,
author = "Steven Robbins",
title = "A {UNIX} concurrent {I}/{O} simulator",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "303--307",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121435",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a simulator that allows users to
explore concurrent I/O in UNIX. UNIX I/O provides an
interesting example of how a shared variable, in this
case the file offset, can be affected by concurrent
access. The examples given can run on the simulator or
a real UNIX-like system such as Linux, Solaris for Mac
OS X. The simulator can run programs written by the
user and display pictorially the relationship among
various data structures involved in I/O, including the
process file descriptor table, the system open file
table, the inodes, and the data stored on disk. The
user can run the program slowly, or step forward or
back through the program to examine the data structures
in detail. The simulator supports the creation of both
child processes and threads as well as open, close,
read, write, wait, join and detach functions. The
simulator is freely available for download. It can be
also be used directly from a browser without the need
for installation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{DeRosa:2006:RSD,
author = "Peter DeRosa and Kai Shen and Christopher Stewart and
Jonathan Pearson",
title = "Realism and simplicity: disk simulation for
instructional {OS} performance evaluation",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "308--312",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121436",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Operating system laboratory assignments based on bare
hardware or detailed machine simulators can be
excessively challenging for many students. In the most
often used approach, students develop kernels on
virtual machines with a much simplified hardware
interface. Traditionally this simplification goes so
far as to make realistic performance measurement
impossible. We propose Vesper, an instructional disk
drive simulator with a high degree of performance
realism. Vesper retains simplicity while providing
timing statistics close to that of real disk drives.
The key to our approach is to provide hardware
abstractions that are simple but yet capable of
capturing device interactions with major performance
impacts. Vesper laboratory assignments allow students
to realistically explore the performance consequences
of various system designs without the cumbersome
aspects of the real hardware interface. This paper
describes the design and implementation of the Vesper
disk drive simulator. We evaluate the effectiveness of
Vesper-based laboratory assignments in terms of
operating system performance evaluation. Student
experience and feedback are also reported.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{LeBlanc:2006:DPC,
author = "Mark D. LeBlanc and Rochelle Leibowitz",
title = "Discrete partnership: a case for a full year of
discrete math",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "313--317",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121438",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Discrete mathematics lies at the heart of the
discipline of computing and represents one of the few
bodies of knowledge with consistent content in our
young and changing curriculum. We offer a model of a
full-year, two-course experience of discrete structures
with the initial course taught by computer science
faculty and the second course taught by faculty in
mathematics. We argue for the strengths gained in
multiple and repeated exposure to the rich set of core
topics and for the initial course to occur in the first
year rather than the traditional advice to ``take
calculus''. In particular, we present a model of
collaboration with mathematics faculty that provides
computer science students with an enriched breadth and
depth of exposure while helping small departments to
handle the constraints in scheduling.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pengelley:2006:PAB,
author = "David Pengelley and Inna Pivkina and Desh Ranjan and
Karen Villaverde",
title = "A project in algorithms based on a primary historical
source about {Catalan} numbers",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "318--322",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121439",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We discuss a project based on an original source from
1838 by Gabriel Lam{\'e}, which was used to teach
dynamic programming in an Algorithms and Data
Structures course for junior level computer science
students. The project was developed as part of a group
effort at New Mexico State University on using original
historical sources in teaching. The project is based on
an excerpt from a letter of Monsieur Lam{\'e} to
Monsieur Liouville on the question: Given a convex
polygon, in how many ways can one partition it into
triangles by means of diagonals? A variety of tasks in
the project, which includes reading, writing, proving
statements by mathematical induction, deriving
formulas, writing computer programs and analyzing and
comparing them for efficiency, help students to develop
verbal, analytical and discrete mathematics skills
necessary for computer science. We also discuss student
reactions to the project and to learning from
historical sources.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wick:2006:UMB,
author = "Michael R. Wick and Paul J. Wagner",
title = "Using market basket analysis to integrate and motivate
topics in discrete structures",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "323--327",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121440",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Nearly every computer science curriculum includes a
course called ``Discrete Structures'' or ``Discrete
Mathematics''. Over the past few years, considerable
attention has been paid to this course in an attempt to
overcome the misperception by students that the
material is mathematics and not related to computer
science. Most of these efforts deal with attempting to
explicitly show students the application of discrete
mathematics within computer science. We present an
application that adds to the efforts of this community
by giving instructors a modern, powerful, and elegant
example to motivate student engagement in discrete
structures.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Naps:2006:AVC,
author = "Thomas Naps and Susan Rodger and Guido R{\"o}{\ss}ling
and Rockford Ross",
title = "Animation and visualization in the curriculum:
opportunities, challenges, and successes",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "328--329",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121442",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Aspray:2006:ERO,
author = "William Aspray and A. Frank Mayadas and Moshe Y. Vardi
and Stuart H. Zweben",
title = "educational response to offshore outsourcing",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "330--331",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121443",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Peterson:2006:CIN,
author = "Laurence I. Peterson and Dale Benham and Amy B.
Woszczynski and Rich Schlesinger",
title = "{CyberTech-ITEST}: an {NSF}-funded initiative to
attract and prepare underrepresented students for
tomorrow's careers in the computing sciences",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "332--333",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121445",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roberts:2006:ITS,
author = "Eric Roberts",
title = "An interactive tutorial system for {Java}",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "334--338",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121447",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "As part of the documentation for its library packages,
the Java Task Force (JTF)developed an online tutorial
system that enables teachers and students to explore
the resources provided by the Task Force in a highly
interactive style. The individual pages that make up
the tutorial often include demonstration programs that
the reader can experiment with while remaining on the
same web page as the explanatory text. Although the
original motivation for developing that tutorial system
was to document the JTF packages themselves, the
structure is general enough for teachers to design
their own tutorials and interactive demonstrations.
This paper describes the structure of that tutorial
system and illustrates its use. In addition, the paper
describes some work-in-progress that will make it
possible to create interactive lecture demonstrations
from PowerPointTM slides.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McFall:2006:EUC,
author = "Ryan McFall and Herbert Dershem and Darcy Davis",
title = "Experiences using a collaborative electronic textbook:
bringing the ``guide on the side'' home with you",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "339--343",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121448",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Much has been made of the transition of the
instructor's role from ``Sage on the Stage'' to ``Guide
on the Side'', focusing on active and collaborative
learning in the classroom. The process of acquiring
knowledge from textbooks has largely remained
unaffected by this transition. Our work on electronic
textbooks (e-textbooks) has focused on building
e-textbooks that extend the reach of collaborative and
active learning techniques to the reading process. This
paper describes the outcomes of using our e-textbook in
a one semester course on programming language design
and implementation, including the impact on student
learning, the degree to which they took advantage of
the e-textbook's collaborative and active features, and
their reaction to the use of the e-textbook as the
primary text resource.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Razmov:2006:PTS,
author = "Valentin Razmov and Richard Anderson",
title = "Pedagogical techniques supported by the use of student
devices in teaching software engineering",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "344--348",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121449",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes our experiences in promoting a
learning environment where active student involvement
and interaction, as well as openness to diversity of
ideas are supported through innovative uses of
technology in the classroom. In the context of an
undergraduate course in software engineering, for two
consecutive terms we have experimented with an existing
software system for Tablet PCs that supports a set of
classroom interaction styles. Our goal has been to
determine if the use of the technology can increase the
effectiveness of pedagogical techniques that naturally
fit our instructional needs. We have found that student
submissions --- a style of interaction whereby the
instructor poses a question written on a slide and
displayed on a tablet in front of each student, then
students write their answers in digital ink and submit
back to the instructor --- are a powerful tool for
supporting the learning environment we aim to create in
the classroom. We show that student submissions can
help the instructor to engage all students, not merely
the vocal ones, and to emphasize the value of diversity
of opinions. They also enable immediate feedback from
students to instructor --- something difficult in an
environment without technological enhancements but
which contributes to an improved understanding of
everyone's needs and expectations. The discussion of
how we used student submissions to support these
pedagogical techniques may be relevant to educators
interested in fostering student learning through
creative uses of technology, as well as to instructors
looking to expand their repertoires of teaching methods
in software engineering and in other similar
subjects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Smith:2006:IAT,
author = "Suzanne Smith and Sara Stoecklin and Catharina
Serino",
title = "An innovative approach to teaching refactoring",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "349--353",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121451",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Refactoring is the process of transforming the
internal structure of existing code while keeping the
integrity of the code's functional requirements.
Refactoring is proven to increase program
maintainability, flexibility, and understandability and
is recognized as a best practice in the software
development community. However, with the exception of
courses or lectures on extreme programming, refactoring
is overlooked in the computer science curriculum. This
paper helps demystify refactoring by introducing an
incremental approach for teaching refactoring on the
college level. Through this hands-on approach,
refactoring can become an integral component in the
computer science curriculum and an innovative means of
reinforcing software engineering principles and good
development practices. The approach and three
introductory lessons are presented in this paper.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bierre:2006:MOB,
author = "Kevin Bierre and Phil Ventura and Andrew Phelps and
Christopher Egert",
title = "Motivating {OOP} by blowing things up: an exercise in
cooperation and competition in an introductory {Java}
programming course",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "354--358",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121452",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "For the introductory student, the process of learning
to program is an arduous task. Not only does the
student have to learn the syntax of a programming
language, he or she also has to apply concepts of
object-oriented design and software construction in
service of the projects created within the classroom.
Unfortunately, as students further their study of
programming, they often feel disconnected from the
examples and projects they construct as part of their
coursework. Projects are often perceived as toy
problems and do not match the graphics-rich,
interactive notion of programming that students bring
with them to class. In addition, projects and classroom
exercises do not convey the appropriate level of
complexity and fail in the task of challenging the
student to critically think about what they are
constructing. This paper discusses TankBrains, a
cooperative and competitive programming project
presented to students in the latter part of their
introductory programming course sequence. Students are
challenged to create simple tank artificial
intelligences as teams, which are later tested against
each other in head-to-head combat. Students create
their TankBrains within a collaborative virtual
environment, which enforces the physics and rules of
the combat simulation. Students must also present their
strategies and findings to each other. This paper also
examines how the use of the TankBrain system influences
the students' perception regarding achievements and
learning in the classroom.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adams:2006:OJP,
author = "Joel C. Adams",
title = "{OOP} and the {Janus Principle}",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "359--363",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121453",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "It is easy for computer science students and educators
to write software applications in Java or C++ that are
not object-oriented. In this paper, we present the
Janus Principle --- a simple software engineering
principle (related to the MVC design pattern) whose use
produces highly object-oriented code. We demonstrate
its effect by developing a simple Java networking
application, first without using the Janus Principle,
and then using it. Students and educators who follow
this principle will write programs containing highly
reusable code.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shurn:2006:PFI,
author = "Todd Shurn",
title = "Programming fundamentals and innovation taught through
windows media player skin creation",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "364--372",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121455",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Windows Media Player user interface ``skin'' creation
has proven an extremely effective method to reinforce
practical object oriented programming techniques. Skin
creation motivated non-engineers, women and even high
school students to learn XML, and Jscript scripting
language. Non-computer science students were especially
excited when their custom media player user interface
operated as intended. Many students demonstrated their
skin to potential employers as evidence of their
creativity and programming prowess. This paper
discusses how skin programming is related to the object
oriented paradigm and may be used as an exemplary
collegiate interdisciplinary design project. Examples
illustrate how skin creation can emphasize design
principles, fundamental programming concepts, and group
software development. Software innovation is advanced
via novel windows media player skins incorporating
recently released features to provide an enhanced user
interface for a target domain.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yoo:2006:SPM,
author = "Jungsoon Yoo and Sung Yoo and Chris Lance and Judy
Hankins",
title = "Student progress monitoring tool using treeview",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "373--377",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121456",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we present an extensible visualization
tool that is being used in a web-based closed
laboratory system. The goal of this project is to
provide a tool for both students and teachers that can
help trace deficiencies in a student's understanding
back to individual concepts. This visualization tool
has been developed by using the tree abstract data type
(ADT) which is built from the concepts to be covered in
a lab, lecture, or course. Once the tree ADT is built,
each node can be associated with different entities
such as student performance, class performance, or lab
development. Using this tool, a teacher can help
students by discovering concepts that need additional
lecture coverage, and students may discover concepts
for which they need to spend additional time working on
reinforcement exercises.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hahne:2006:GRW,
author = "Reg Hahne and Cay Horstmann and David Reed and Don
Allen",
title = "Growl\ldots{}roar\ldots{}are we ready for tiger?:
review of the current climate and changes to be
implemented for the 2007 {AP CS} exam",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "378--378",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121457",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rodger:2006:TAT,
author = "Susan H. Rodger and Bart Bressler and Thomas Finley
and Stephen Reading",
title = "Turning automata theory into a hands-on course",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "379--383",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121459",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present a hands-on approach to problem solving in
the formal languages and automata theory course. Using
the tool JFLAP, students can solve a wide range of
problems that are tedious to solve using pencil and
paper. In combination with the more traditional theory
problems, students study a wider-range of problems on a
topic. Thus, students explore the formal languages and
automata concepts computationally and visually with
JFLAP, and theoretically without JFLAP. In addition, we
present a new feature in JFLAP, Turing machine building
blocks. One can now build complex Turing machines by
using other Turing machines as components or building
blocks.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{White:2006:JJF,
author = "Timothy M. White and Thomas P. Way",
title = "{jFAST}: a {Java} finite automata simulator",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "384--388",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121460",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Visualization and interactivity are valuable active
learning techniques that can improve mastery of
difficult concepts. In this paper we describe jFAST, an
easy-to-use graphical software tool for teachers and
students, with an emphasis on introductory level finite
state machine topics. The jFAST software enables visual
design, exploration and simulation of a variety of
finite state machines, with a primary goal of enhancing
teaching effectiveness in this subject, particularly
for less advanced computer science students. The
architecture and functionality of jFAST are explained,
and results of preliminary evaluation are provided.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Armoni:2006:RAT,
author = "Michal Armoni and Judith Gal-Ezer",
title = "Reduction --- an abstract thinking pattern: the case
of the computational models course",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "389--393",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121461",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Abstraction has been the focus of many researches in
mathematics education and to some extent in computer
science education. Abstract thinking characterizes the
theoretical foundations of computer science, where
reduction is one important abstract thinking pattern.
In a previous work, we discussed the issue of reductive
thinking among high school students in relation to
computational models --- a theoretical unit. This unit
requires abstract thinking in many aspects. Our
findings in relation to reductive thinking showed that
many students preferred direct, non-reductive
solutions, even if reductive solutions could have
significantly decreased the design complexity of the
solution. This study motivated the current study where
we examine the issue of reductive thinking among
university students. The findings of this preliminary
study are demonstrated by students' solutions to
questions in assignments given in the computational
models course. We found that even among university
students in a very prestigious academic institution
with very high entrance requirements abstraction is a
real obstacle as reduction is not easily understood and
used. This encourages us to further investigate this
phenomenon.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wolz:2006:DGV,
author = "Ursula Wolz and Tiffany Barnes and Ian Parberry and
Michael Wick",
title = "Digital gaming as a vehicle for learning",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "394--395",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121463",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ranum:2006:SAT,
author = "David Ranum and Bradley Miller and John Zelle and Mark
Guzdial",
title = "Successful approaches to teaching introductory
computer science courses with {Python}",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "396--397",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121465",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rauchas:2006:LPH,
author = "Sarah Rauchas and Benjamin Rosman and George Konidaris
and Ian Sanders",
title = "Language performance at high school and success in
first year computer science",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "398--402",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121467",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe the first part of a study investigating
the usefulness of high school language results as a
predictor of success in first year computer science
courses at a university where students have widely
varying English language skills. Our results indicate
that contrary to the generally accepted view that
achievement in high school mathematics courses is the
best individual predictor of success in undergraduate
computer science, success in English at the
first-language level in high school correlates better
with actual performance. We discuss the implications of
this for universities whose medium of teaching is
English, operating in social contexts where many
students are not native English speakers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Eckerdal:2006:CGS,
author = "Anna Eckerdal and Robert McCartney and Jan Erik
Mostr{\"o}m and Mark Ratcliffe and Carol Zander",
title = "Can graduating students design software systems?",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "403--407",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121468",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper examines software designs produced by
students nearing completion of their Computer Science
degrees. The results of this multi-national, multi
institutional experiment present some interesting
implications for educators.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hazzan:2006:QRC,
author = "Orit Hazzan and Yael Dubinsky and Larisa Eidelman and
Victoria Sakhnini and Mariana Teif",
title = "Qualitative research in computer science education",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "408--412",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121469",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper discusses the suitability of the
qualitative research approach to computer science
education research. It is based on the following two
observations: First, only a small proportion of works
presented in the computer science education literature
contain some experimental component (Fincher and Petre,
2004; Valentine, 2004). Second, those research works
conducted in computer science education that do,
usually employ a quantitative research approach. This
paper focuses on the qualitative research approach,
presenting its nature, discussing its relationships to
the quantitative research approach and addressing its
application in general and in the context of computer
science education in particular.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Byckling:2006:RVP,
author = "Pauli Byckling and Jorma Sajaniemi",
title = "Roles of variables and programming skills
improvement",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "413--417",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121470",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Roles of variables capture tacit expert knowledge in a
form that can be taught in introductory programming
courses. A role describes some stereotypic use of
variables, and only ten roles are needed to cover 99\%
of all variables in novice-level programs. This paper
presents the results from a protocol analysis of a
program creation task in an experiment where roles were
introduced to novices learning Pascal programming.
Students were divided into three groups that were
instructed differently: in the traditional way with no
treatment of roles in lectures or program animation;
using roles in lectures but not in animation; and using
a role-based program animator in addition to using
roles in lectures. The results suggest that the
introduction of roles provides novices a new conceptual
framework for better mental processing of program
information and that the use of role-based program
animation increases novices' ability to apply
data-related programming plans in program
construction.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rao:2006:SPS,
author = "M. R. K. Krishna Rao",
title = "Storytelling and puzzles in a software engineering
course",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "418--422",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121472",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Storytelling has been used from time immemorial as a
powerful educational tool to exchange and propagate
complex ideas. Similarly, puzzles have been known as
stimulators of thinking and problem solving skills.
Both storytelling and puzzles found their rightful
place in primary and secondary education through the
years. However, their value in higher education has
only been recognized recently. This paper describes how
these two educational aids can be used for motivating
various concepts of software engineering.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Liu:2006:SPD,
author = "Chang Liu",
title = "Software project demonstrations as not only an
assessment tool but also a learning tool",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "423--427",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121473",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Software project demonstrations are commonly used as
an effective assessment tool in software courses. We
found that in addition to helping instructors find out
the status of student projects in a short period of
time, project demonstrations motivate students and
challenge them to synthesize, organize, prioritize, and
articulate different aspects of their projects, all of
which are important skills of professional software
developers. Our experiment shows that project
demonstrations are an effective learning tool as well.
In this paper, we describe different types of project
demonstrations in our experiment, including short,
frequent five-minute demonstrations and formal final
project demonstrations. This study was conducted in the
context of a software engineering capstone project
course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Layman:2006:PTL,
author = "Lucas Layman and Travis Cornwell and Laurie Williams",
title = "Personality types, learning styles, and an agile
approach to software engineering education",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "428--432",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121474",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes an initiative at North Carolina
State University in which the undergraduate software
engineering class was restructured in layout and in
presentation. The change was made from a lecture-based
coursed that followed the waterfall method to a
lab-oriented course emphasizing practical tools and
agile processes. We examine the new course layout from
the perspective of Myers-Briggs personality types and
Felder-Silverman learning styles to discuss how the new
software engineering class format appeals to a wide
variety of students. The new course format resulted in
some of the highest student evaluations in recent
course history. It is now the standard for the
undergraduate software engineering course at the
university and has since been used in other North
Carolina institutions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Callele:2006:TRE,
author = "David Callele and Dwight Makaroff",
title = "Teaching requirements engineering to an unsuspecting
audience",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "433--437",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121475;
https://doi.org/10.1145/1121341.1121475",
ISBN = "1-59593-259-3",
ISBN-13 = "978-1-59593-259-4",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2006.html#CalleleM06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib;
ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/SE/alspaugh.bib",
abstract = "One of a Software Engineer's most important skills is
the ability to define the scope of the problem and
ascertain the requirements from general and vague
specifications. Teaching this skill is known to be
difficult and is made more complex because students are
conditioned to expect that this portion of programming
projects is already complete. This paper reports on
experience in teaching a second year computer science
class which exposed the need for requirements
engineering and gave students an opportunity to engage
in the activity. We found that the student response was
bimodal, and while some students met the challenge,
more felt betrayed by the experience. We conclude that
students gained the requisite knowledge using this
approach but that a less traumatic approach may produce
better results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Alt:2006:SNG,
author = "Casey Alt and Owen Astrachan and Jeffrey Forbes and
Richard Lucic and Susan Rodger",
title = "Social networks generate interest in computer
science",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "438--442",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121477",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "For forty years programming has been the foundation of
introductory computer science. Despite exponential
increases in computational power during this period,
examples used in introductory courses have remained
largely unchanged. The incredible growth in statistics
courses at all levels, in contrast with the decline of
students taking computer science courses, points to the
potential for introducing computer science at many
levels without emphasizing the process of programming:
leverage the expertise and role-models provided by high
school mathematics teachers by studying topics that
arise from social networks and modeling to introduce
computer science as an alternative to the traditional
programming approach. This new approach may capture the
interest of a broad population of students, crossing
gender boundaries. We are developing modules that we
hope will capture student interest and provide a
compelling yet intellectually rich area of study. We
plan to incorporate these modules into existing courses
in math, statistics, and computer science at a wide
variety of schools at all levels.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Talton:2006:SHC,
author = "Jerry O. Talton and Daniel L. Peterson and Sam Kamin
and Deborah Israel and Jalal Al-Muhtadi",
title = "Scavenger hunt: computer science retention through
orientation",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "443--447",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121478",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes Scavenger Hunt, a team-based
orientation activity for incoming freshmen in the
Department of Computer Science at the University of
Illinois at Urbana-Champaign. Like many large research
universities, Illinois has struggled with the high
attrition rate of first-year students in computing
disciplines. Scavenger Hunt, which has been held each
of the past three years, is intended to foster a sense
of community within the department and acclimate new
students to undergraduate life as computer science
majors. A unique aspect of the activity is the use of
handheld computers to manage most aspects of the
competition, which enables physically handicapped
students to participate on an equal footing with their
able-bodied peers. Thus far, Scavenger Hunt has been
directly responsible for the increased participation of
new students in departmental activities and
organizations. In addition, we have observed a
significant correlation between student participation
in Scavenger Hunt and retention rates in the
department. Along with other retention-oriented
activities, Scavenger Hunt is measurably improving the
attitude of new students towards computer science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dodds:2006:ECO,
author = "Zachary Dodds and Leslie Karp",
title = "The evolution of a computational outreach program to
secondary school students",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "448--452",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121479",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper tracks the five-year growth and current
trajectory of a computational outreach program at a
small, liberal-arts college. The program has enhanced
opportunities for talented high-school students to
experience computation more deeply than their HS
curriculum currently offers. This outreach evolved from
a naive initial premise into a mutually beneficial
interaction between an undergraduate computer science
department and a local secondary school. The most
important factor in the program's sustainability is a
supportive liaison within the high school's
administration. We hope the lessons we have learned
will help other CS departments develop sustainable
outreach programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Peterson:2006:OCI,
author = "Laurence I. Peterson and Dale Benham",
title = "Overview of the cyberTech-{ITEST} project: an
initiative to attract and prepare under-represented
students for tomorrow's careers in the computing
sciences",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "453--455",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121480",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes an NSF-funded initiative
involving 600 underrepresented high school students and
60 teachers designed to introduce underrepresented
students to the numerous and varied career
opportunities in the computing sciences, prepare them
to succeed in college degree programs, and prepare
their teachers to be effective in the computer science
class room. The initiative has five components: (1)
CyberTech I (Principles of Computing): An online
introductory course for second-semester sophomores, (2)
CyberTech II: A twenty day on-campus intense summer
programming experience between the sophomore and junior
year, (3) CT Games: A junior year video game
programming experience to apply the programming
knowledge gaining in CyberTech II, (4) AP Computer
Science (using Java 5 as the programming language)
taken during the senior year, and (5) training
workshops for teachers to prepare them to teach
computer programming. The overarching goal is to
prepare students for a college-level degree program in
the computing sciences by having them successfully
complete the AP Computer Science course and exam while
teaching the soft skills, such as team work, oral
communication and problem solving necessary in a
professional career. Additionally, role models from
various industry sectors are utilized to introduce
students to the exciting career opportunities in the
computing sciences.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shackelford:2006:CCO,
author = "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",
title = "{Computing Curricula 2005}: The Overview Report",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "456--457",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121482",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In 2001, the ACM and the IEEE-CS published Computing
Curricula 2001 which contains curriculum
recommendations for undergraduate programs in computer
science. That report also called for additional
discipline-specific volumes for each of computer
engineering, information systems, and software
engineering. In addition, it called for an Overview
Volume to provide a synthesis of the various volumes.
The Computing Curricula 2004 Task Force undertook the
job of fulfilling the latter charge. The purpose of
this session is to present the recently completed work
of that Task Force, now known as Computing Curricula
2005 (CC2005), and to generate discussion among, and
feedback from SIGCSE members about ongoing and future
work.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gehringer:2006:CLB,
author = "Edward F. Gehringer and Katherine Deibel and John
Hamer and Keith J. Whittington",
title = "cooperative learning: beyond pair programming and team
projects",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "458--459",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121484",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kortsarts:2006:TPR,
author = "Yana Kortsarts and Jeffrey Rufinus",
title = "Teaching the power of randomization using a simple
game",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "460--463",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121486",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Any deterministic algorithm can be viewed as a game
between the algorithm player and the input player. A
randomized algorithm can be viewed as a mixed strategy
for the first player, used to minimize the disadvantage
of being the first to reveal its move. We suggest a
simple and accessible guessing game that can serve as
both a way to explain notions in algorithms (like worst
case input) to students and also to illustrate the
power of randomization, presented in an intuitive
way.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Paul:2006:TLF,
author = "Jerome L. Paul and Michal Kouril and Kenneth A.
Berman",
title = "A template library to facilitate teaching message
passing parallel computing",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "464--468",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121487",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper discusses a template-based approach to aid
in introducing the upper-division undergraduate (or
first year graduate) to the rapidly emerging message
passing parallel computing paradigm. Our template
library facilitates an accelerated MPI programming
learning environment that can realistically be included
as one topic among many in an algorithms course. One
template module is based on a backtracking solution to
the satisfiability problem (SAT), which the student
first solves in the sequential setting. With the aid of
a modified template, the student then develops a simple
parallel SAT solver. The template includes such things
as I/O functions, allowing the student to focus on the
algorithm itself. The parallel part is partially
provided by the template, with indicators given in
places where the student needs to plug in missing MPI
function calls. The students are excited about this
hands-on-experience in the increasingly important world
of message passing parallel computing, which might be
missed if their curriculum does not include a course
devoted to this topic.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2006:REH,
author = "David Ginat and Michal Armoni",
title = "Reversing: an essential heuristic in program and proof
design",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "469--473",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121488",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Program and proof designs are fundamental in computer
science (CS). The designs involve the employment of
various heuristics that may be considered rather
inherent and natural, such as decomposition. Yet, not
all heuristics are natural. One less natural, and
rather unintuitive heuristic is that of reversing, in
which a task is approached by reasoning backwards or
viewing entities through ``inverse lenses''. One
primary form of this heuristic is recursion. But, there
are additional forms throughout the CS curriculum that
are essential yet not underlined. In this paper we
display these forms, underline their important role,
and illustrate them in five core courses. In addition,
we describe our experience with student difficulties
due to unawareness and lack of competence with this
heuristic, and offer preliminary guidelines for
elaborating it during CS studies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pargas:2006:TCC,
author = "Roy P. Pargas and Dhaval M. Shah",
title = "Things are clicking in computer science courses",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "474--478",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121489",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents and discusses a modified approach
to teaching an algorithms and data structures course
(CS4). The approach relies on frequent evaluation of
student understanding of course content and enables the
instructor to experiment with various exercises to
facilitate peer-instruction and cooperative learning.
It uses a web application called MessageGrid which
enables instructor and students, each of whom has a
laptop computer with wireless access to the web, to
interact in a variety of ways both in and out of
class.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kumar:2006:NTP,
author = "Amruth Kumar and Deepak Kumar and Ingrid Russell",
title = "Non-traditional projects in the undergraduate {AI}
course",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "479--480",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121491",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pedroni:2006:ICP,
author = "Michela Pedroni and Bertrand Meyer",
title = "The inverted curriculum in practice",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "481--485",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121493",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Teaching introductory programming today presents
considerable challenges, which traditional techniques
do not properly address. Students start with a wide
variety of backgrounds and prior computing experience;
to retain their attention it is useful to provide
graphical interfaces at the level set by video games;
and with the ever-increasing presence of computing in
society the stakes are higher, requiring a computing
curriculum to introduce students early to the issues of
large systems. We address these challenges through an
``outside-in'' approach, or ``inverted curriculum'',
which emphasizes the reuse of existing components in an
example domain involving graphics and multimedia, a
gentle introduction to formal reasoning thanks to
Design by Contract techniques, and an object-oriented
method throughout. The new course has now been taught
twice, with considerable gathering of student data and
feedback; we report on this experience and its
continuation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Soh:2006:IIT,
author = "Leen-Kiat Soh",
title = "Incorporating an intelligent tutoring system into
{CS1}",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "486--490",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121494",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Intelligent tutoring systems (ITSs) have been used to
complement classroom instruction in recent years, and
have been shown to facilitate learning. We incorporate
an ITS named Intelligent Learning Materials Delivery
Agent (ILMDA) into our CS1 course and collect evidence
to validate two hypotheses: (1) The ITS improves
student learning, (2) The ITS ``learns'' to tutor the
students more efficiently and/or effectively. Our
method of inquiry includes collecting data tracked
while a student interacts with the ITS, post-test
scores, and exam scores. We also use control and
treatment groups, as well as different versions of the
ILMDA in our experiments. Based on the results, we see
indications that support the above two hypotheses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roumani:2006:PWY,
author = "Hamzeh Roumani",
title = "Practice what you preach: full separation of concerns
in {CS1\slash CS2}",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "491--494",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121495",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We argue that the failure to separate the concerns in
CS1 is the leading cause of difficulty in teaching OOP
in the first year. We show how the concerns can be
detangled and present a detailed reorganization of
contents for CS1/CS2 with CS1 exposing only the client
view. We also report on our experience with this new
pedagogy after three years of implementation at our
institution.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chen:2006:REP,
author = "Tzu-Yi Chen and Alvaro Monge and Beth Simon",
title = "Relationship of early programming language to novice
generated design",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "495--499",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121496",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "What measurable effect do the language and paradigm
used in early programming classes have on novice
programmers' ability to do design? This work
investigates the question by using data collected from
136 ``first competency'' students as part of a
multi-national, multi-institutional study of students'
approach to and attitudes toward design. Analysis of a
number of surface characteristics of their designs
found strikingly few differences between designs
produced by students at schools that teach using
objects-early, imperative-early, and functional-early
paradigms. A similar lack of difference was found
between students at C++-first and Java-first schools.
While statistically significant differences are found
for three characteristic comparisons across language
and paradigm, these results seem to have little meaning
for teaching given the complexity of the null
hypotheses tested in those three cases. In particular,
for the following design characteristics no
statistically significant differences across language
or paradigm of early instruction were found: attempt to
address requirements, type of design produced, number
of parts in design, recognition of ambiguity in design,
and connectedness of design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bayliss:2006:GFC,
author = "Jessica D. Bayliss and Sean Strout",
title = "Games as a ``flavor'' of {CS1}",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "500--504",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121498",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Introductory programming courses have a specific set
of expected outcomes. One of the most often heard
complaints in such courses is that they are divorced
from the reality of application. Unfortunately, it is
difficult to find areas for application that all
students have the background knowledge for and that are
engaging and challenging. One such area is computer
games and we have developed a cohesive CS1 course that
provides traditional outcomes from within the context
of games as an application area in both the lecture and
lab components of the course. This course was piloted
as a ten-week distance program for incoming computer
science students with the defining features that the
program carried no academic credit and offered no end
grades. We discuss the overwhelming interest in this
course as well as objective and subjective student
experiences. One of the most important outcomes of the
summer course was that it brought students with similar
interests and goals together. We discuss this and the
different ways we have found to discuss computer
science course topics from within a games context.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lewis:2006:GGD,
author = "Mark C. Lewis and Berna Massingill",
title = "Graphical game development in {CS2}: a flexible
infrastructure for a semester long project",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "505--509",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121499",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper discusses a project that has been used to
teach CS2 for six semesters at Trinity University. The
project spans the full semester, and all eight of the
assignments students turn in are part of the project.
For this project, the students develop a 2-D game using
a framework written by one of the authors. The
framework is intended to allow students to produce some
results early in the semester before they have
significant knowledge without constraining them or
doing too much for them. It was originally written for
Java 1.3 and has evolved for Java 1.4 and now Java 5.
We discuss the details of this project, the benefits it
provides, and our experience with it.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parberry:2006:ASG,
author = "Ian Parberry and Max B. Kazemzadeh and Timothy Roden",
title = "The art and science of game programming",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "510--514",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121500",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The University of North Texas has for many years
offered classes in game programming to Computer Science
students and classes in game art and design to art
students. A key feature of these classes is the
opportunity for these diverse communities of students
to collaborate on joint projects. We describe the
features that make these classes unique.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chamillard:2006:IGC,
author = "A. T. Chamillard",
title = "Introductory game creation: no programming required",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "515--519",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121502",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Many incoming college freshmen have accumulated a
significant number of hours of experience playing
computer games. Extending that experience to actual
game creation activities can be highly motivational for
these students. Most of these activities require some
level of programming expertise, however, making them
activities too advanced for the majority of incoming
students. In this paper, we describe a freshman-level
course called Problem Solving through Game Creation.
Students learn to use a number of drag-and-drop game
creation tools to develop both $2$D and $3$D games,
with no programming required in the course. We also
cover a variety of other topics and tools related to
game development. Our experience has been that students
enjoy the course, but we have more formal course goals
as well. Specifically, we hope to motivate students to
declare and complete the computer science major and to
better prepare students for the initial required
computer science courses. We describe these goals in
detail and discuss the process we have initiated to
continually evaluate achievement of those goals.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Quinn:2006:CBA,
author = "Michael J. Quinn",
title = "Case-based analysis: a practical tool for teaching
computer ethics",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "520--524",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121503",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Case-based analysis is a bottom-up methodology for
ethical reasoning. In a teaching environment, it can be
a useful alternative to top-down methods, such as
Kantianism, utilitarianism, rights-based theories, and
virtue ethics. We describe a methodology for case-based
analysis and illustrate the methodology by evaluating
three test cases in the areas of Internet etiquette,
intellectual property, and privacy, respectively. We
summarize the strengths and weaknesses of using the
case-based approach in a classroom setting.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2006:CCI,
author = "Fred G. Martin and Sarah Kuhn",
title = "Computing in context: integrating an embedded
computing project into a course on ethical and societal
issues",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "525--529",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121504",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A hands-on embedded computing project is introduced
into an undergraduate social sciences course. In the
pilot module, nine student teams created working
prototypes, using the technology to address social,
ecological and ethical issues. The teams included
freshman to senior level computer science majors, other
technical majors, and non-technical students. Most
students became highly engaged in the activity,
developed exciting ideas, and reported improved
learning in the social sciences.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Applin:2006:LCA,
author = "Anne G. Applin",
title = "A learner-centered approach to teaching ethics in
computing",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "530--534",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121505",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents an approach to teaching Computer
Ethics that blends the use of contemporary media,
subscriptions to digests of current technology news,
and reflective writing in a learner-centered strategy.
This approach is designed to make use of activities and
assignments that take advantage of (1) student interest
in contemporary media (video and film) to provide
motivation and context beyond historical case studies,
(2) breaking news about technology and technology use
in education to provide current real world context, and
(3) reflective writing to stimulate thinking critically
about the course content outside the classroom context.
Digests published three times weekly provide a constant
flow of current real-world issues that can be used for
focused reflective writing. Contemporary media
productions are viewed and then a writing assignment in
a structured learning log is used to focus on ethical
issues raised by the film. We present an example using
a feature length film and subsequent learning log
assignment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Epstein:2006:ESC,
author = "Richard G. Epstein",
title = "An ethics and security course for students in computer
science and information technology",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "535--537",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121506",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes an undergraduate course in
computer security that has a strong ethical component.
Ethical and related security topics are interwoven. The
emphasis is on the kind of research that computer
scientists and information technologists are conducting
in order to address the fundamental problems in
computer security. There is also a great emphasis on
encouraging student creativity.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Musicant:2006:DMC,
author = "David R. Musicant",
title = "A data mining course for computer science: primary
sources and implementations",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "538--542",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121508",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An undergraduate elective course in data mining
provides a strong opportunity for students to learn
research skills, practice data structures, and enhance
their understanding of algorithms. I have developed a
data mining course built around the idea of using
research-level papers as the primary reading material
for the course, and implementing data mining algorithms
for the assignments. Such a course is accessible to
students with no prerequisites beyond the traditional
data structures course, and allows students to
experience both applied and theoretical work in a
discipline that straddles multiple areas of computer
science. This paper provides detailed descriptions of
the readings and assignments that one could use to
build a similar course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Canosa:2006:IUS,
author = "Roxanne L. Canosa",
title = "Image understanding as a second course in {AI}:
preparing students for research",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "543--547",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121509",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the development and structure of
a second course in artificial intelligence that was
developed to meet the needs of upper-division
undergraduate and graduate computer science and
computer engineering students. These students already
have a background in either computer vision or
artificial intelligence, and desire to apply that
knowledge to the design of algorithms that are able to
automate the process of extracting semantic content
from either static or dynamic imagery. Theory and
methodology from diverse areas were incorporated into
the course, including techniques from image processing,
statistical pattern recognition, knowledge
representation, multivariate analysis, cognitive
modeling, and probabilistic inference. Students read
selected current literature from the field, took turns
presenting the selected literature to the class, and
participated in discussions about the literature.
Programming projects were required of all students, and
in addition, graduate students were required to
propose, design, implement, and defend an image
understanding project of their own choosing. The course
served as preparation for and an incubator of an active
research group.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Scheessele:2006:PGP,
author = "Michael R. Scheessele and Thomas Schriefer",
title = "Poker as a group project for artificial intelligence",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "548--552",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121510",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Assigning the development of a poker-playing agent as
a group project allows flexibility with respect to the
topics and techniques typically covered in an
introductory Artificial Intelligence course. A poker
agent project also provides students the experience of
'authentic' AI research, due to the status of poker as
an 'unsolved' problem in AI. Despite this status, a
poker agent project is feasible for a semester,
half-semester, or quarter-long group project. Problems
in assigning group projects are also considered, as are
suggestions for mitigating these problems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Waegel:2006:TTM,
author = "Daniel B. Waegel and April Kontostathis",
title = "{TextMOLE}: text mining operations library and
environment",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "553--557",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121511",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The paper describes the first version of the TextMOLE
(Text Mining Operations Library and Environment) system
for textual data mining. Currently TextMOLE acts as an
advanced indexing and search engine: it parses a data
set, extracts relevant terms, and allows the user to
run queries against the data. The system design is
open-ended, robust, and flexible. The tool is designed
to quickly analyze a corpus of documents and determine
which parameters will provide maximal retrieval
performance. Thus an instructor can use the tool to
demonstrate information retrieval concepts in the
classroom, or use the tool to encourage hands-on
exploration of concepts often covered in an
introductory course in information retrieval or
artificial intelligence. Reseachers will find the tool
useful when a `quick and dirty' analysis of an
unfamiliar collection is required.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Granger:2006:REU,
author = "Mary J. Granger and Guy-Alain Amoussou and Miguel A.
Labrador and Sue Perry and Kelly M. {Van Busum}",
title = "Research experience for undergraduates: successes and
challenges",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "558--559",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121513",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Powers:2006:TTI,
author = "Kris Powers and Paul Gross and Steve Cooper and Myles
McNally and Kenneth J. Goldman and Viera Proulx and
Martin Carlisle",
title = "Tools for teaching introductory programming: what
works?",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "560--561",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121514",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2006:NA,
author = "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",
title = "Nifty assignments",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "562--563",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121516",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{LaBarge:2006:MIL,
author = "Bill {La Barge}",
title = "Make it look real, make it look cool",
journal = j-SIGCSE,
volume = "38",
number = "1",
pages = "564--564",
month = mar,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1124706.1121342",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this talk, we'll take a close look at the process
of creating visual effects for blockbuster films.
Oftentimes, artists are faced with the challenge of
creating computer graphics that not only look real, but
also look cool, in order to satisfy the filmmaker's
expectations. In today's movie market, there's a
constant demand to make effects bigger and better than
ever before, but for less money. We will examine the
technological advancements and computing resources that
are necessary to make this happen. We'll also discuss
the skills required to work in this competitive
industry and how education can prepare students to
succeed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bilal:2006:EPI,
author = "Sara Saeed Bilal and Fatma Hassan and C. Dianne
Martin",
title = "Ethics and professionalism for an {IT} professional in
the {UAE}",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "6--7",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138405",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#BilalHM06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "In my last column, I provided my personal reflections
on educating women in Dubai. In this column, I have
asked two of the fourth-year students, Sara and Fatma,
to provide their own views about the role that computer
technology now plays in the UAE and the impact it is
having on their culture. Their comments appear below.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gotterbarn:2006:SFP,
author = "Donald Gotterbarn",
title = "The shinning face of plagiarism: the graying of an
issue",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "7--8",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138407",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Gotterbarn06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "In 2005 October, ACM issued a new policy and
procedures on plagiarism. At SIGCSE 2006, a
Birds-of-a-feather (Bof) session had taken place on
plagiarism and self-plagiarism. Prior to the Bof, it
was amazing to listen to the professorial ramblings
about plagiarism such as ``I had a student who
plagiarized from the course textbook'', ``I had a
student who plagiarized from a paper I wrote.'' Many
academics treat a discussion of plagiarism as the
academic equivalent of ``What do you think about the
weather?'' They are both effective discussion starters
about something that has an impact, but something they
can't really do anything about. I was struck by how
fast we academics opted for simplistic and erroneous
reasoning about this subject. There were numerous
points of agreement. Some include the following: (1)
plagiarism is wrong; (2) it is on the increase (evils
of the internet and paper mills); (3) it is (sometimes)
hard to detect; (4) it is a problem getting ``others''
to do anything about it; (5) I would rather not have to
address instances of plagiarism. We also have avoidance
techniques as no longer requiring term papers or having
all work done in class.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2006:NRC,
author = "Tony Clear",
title = "On the necessity of removing ``cruelty'' from the
teaching of computing",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "8--10",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138409",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Clear06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "In his famous article [1] Edsger Dijkstra reflected
upon how cruel it would be truly to teach computer
science. For some reason the CS community over the
years have taken the sadistic element of his entreaties
to heart. Why is this so? Does it have intuitive appeal
to those CS educators who believe in the ``hard man''
school of computer science and the ``real programmers
don't eat quiche'' model of education?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gorgone:2006:GCN,
author = "John T. Gorgone",
title = "Graduate curriculum now available",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "10--11",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138411",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Gorgone06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "The Joint ACM-AIS (Association for Information
Systems) Graduate Curriculum Task Force presented its
final report for approval to the ACM Education Board
and AIS Council in December 2005. The approved report,
``MSIS 2006: Model Curriculum and Guidelines for
Graduate Degree Programs in Information Systems,'' is
published as the first article in Communications of AIS
in January 2006 [1] and is reprinted in this issue of
inroads for ACM SIGCSE members. This is the first time
SIGCSE published an information systems model
curriculum report.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2006:CMI,
author = "Raymond Lister",
title = "Call me {Ishmael}: {Charles Dickens} meets {Moby
Book}",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "11--13",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138413",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Lister06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "It was the best of times, it was the worst of times,
it was the age of wisdom, it was the age of
foolishness, it was the epoch of belief, it was the
epoch of incredulity, it was the season of Light, it
was the season of Darkness, it was the spring of hope,
it was the winter of despair, we had everything before
us, we had nothing before us \ldots{}[2].",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2006:TAL,
author = "Henry MacKay Walker",
title = "Thoughts about lecturing",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "13--15",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138415",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Walker06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Lectures have a negative image these days. Yet many
conference sessions follow a lecture format, and
anecdotal evidence suggests that may courses utilize
lectures extensively. This column seeks to encourage
discussions of pedagogy by identifying advantages and
disadvantages of lecturing and presenting variations of
the lecture format that address some of its criticisms.
Please contact the author with your feedback and
arguments in rebuttal!",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2006:ITP,
author = "Robert D. Campbell",
title = "Information technology: \ldots{} a program of study",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "15--16",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138417",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Campbell06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Many readers will be familiar with the
associate-degree curriculum guidelines published in
2000 by the ACM Two-Year College Education Committee,
under the grouping ``Programs to Support Computing in a
Networked Environment'' and providing ``performance
objectives to encompass the technical skills and
knowledge required for associate-degree programs in
each of three areas: User Support Services, Networking
Services, and Internet/Web Services.'' Today many would
instantly identify these tracks as linchpins in the
realm now commonly referred to as ``I.T.'' --- the
discipline of Information Technology. Just a short five
years ago, that phrase --- IT --- wasn't nearly as
prevalent as today and certainly wasn't perceived as a
defined discipline. However, the last few years in
particular have seen much more attention paid to
bringing a sense of structure among and distinction
between many areas of concentration within computing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davies:2006:ML,
author = "Gordon Davies",
title = "On the merits of e-learning",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "16--17",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138419",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Davies06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Over the last few years, I have become increasingly
involved in elearning. I was fortunate to be invited to
serve on the Steering Committee of the Swiss Virtual
Campus [1] and this has enabled me to see at first hand
the many elearning developments that are taking place
on campus universities in Switzerland. The Swiss
Virtual campus project started in 1999 and has had a
significant impact on elearning in Switzerland.
Approximately CHF 50-million or EUR 35-million in funds
have been distributed to various university consortia
in order to develop elearning courses. They used a
fifty-fifty financing model between federal government
and educational institutions; ten universities, two
Swiss federal institutes of technology, and seven
universities of applied sciences took part. Many
outstanding examples of elearning were produced,
although I have seen few in the informatics area. SVC
courses are not usually whole programmes, but teaching
units available on the Internet. They replace
conventional university lectures, many of which are
held in severely overcrowded auditoriums. At this
stage, it should be emphasised that SVC is not aiming
to transfer entire courses of study to the Internet. On
the contrary, compulsory online courses are intended to
supplement existing lectures and training programmes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2006:JFP,
author = "Peter B. Henderson",
title = "The {Josephus Flavius}' problem",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "17--20",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138421",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Henderson06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "You may have used the Josephus Problem as a
programming assignment in one of your courses. I have
been using this problem for many years in CS1 or CS2,
primarily to illustrate applications of various data
structures and algorithmic problem solving. The
resulting ``brute force'' solution works, but is not
elegant. Accordingly, I challenge students to analyze
the problem more mathematically and use mathematical
thinking to seek a more precise solution. Few students
are successful. However, computer science students
should develop the skills necessary to find both
solutions, algorithmic and mathematical model. The
latter provides an efficient solution that can be used
to validate the algorithmic solution --- very important
for critical systems components.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2006:GC,
author = "David Ginat",
title = "Graph cycles",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "20--22",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138423",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Ginat06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Most of the previous challenges in this column were
based on very little CS knowledge, but required
problem-solving competence. This is also the case with
the ``Queens on a chessboard'' challenge solved in the
second part of this issue. The first part of the issue
presents a graph-based challenge and requires
familiarity with graph algorithms. Yet, the main theme
in its solution is problem-solving through suitable
insight.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Impagliazzo:2006:MOC,
author = "John Impagliazzo",
title = "Meet our columnists for this issue",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "23--23",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138425",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Impagliazzo06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McConnell:2006:ACLa,
author = "Jeffrey J. McConnell",
title = "Active and cooperative learning: further tips and
tricks (part 3)",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "24--28",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138426",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Active and cooperative learning can energize the
instructor, students, and the classroom. This third
article in a series on active and cooperative learning
discusses the characteristics that make groups
effective as well as techniques for the formation and
evaluation of groups. Icebreaking exercises that can
demonstrate the value of cooperation and teamwork are
also discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McConnell:2006:ACLc,
author = "Jeffrey J. McConnell",
title = "Active and cooperative learning: further tips and
tricks (part 3)",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "24--28",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138426",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#McConnell06;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Standish:2006:UPP,
author = "Thomas A. Standish and Norman Jacobson",
title = "Using {$ O(n) $} {ProxmapSort} and {$ O(1) $}
{ProxmapSearch} to motivate {CS2} students, {Part II}",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "29--32",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138427",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#StandishJ06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Presenting ``cool'' algorithms to CS2 students helps
convince them that the study of data structures and
algorithms is worthwhile. An algorithm is perceived as
cool if it is easy to understand, very fast on large
data sets, uses memory judiciously and has a
straightforward, short proof --- or at least a
convincing proof sketch --- using accessible
mathematics. To illustrate, we discuss two related and
relatively unknown algorithms: ProxmapSort, previously
discussed in Part I of this paper, and ProxmapSearch,
discussed here.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shiau:2006:AVS,
author = "LieJune Shiau",
title = "An application of vector space theory in data
transmission",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "33--36",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138428",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Shiau06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "This work illustrates an application of vector spaces
to data transmission theory. We show how Hamming code
error detection and error correction are done through
the tool of various theories in vector space. It is
hoped that this article will explain the importance of
abstract mathematics, such as vector space and basis,
in the application of data transmission, which
enlightens mathematics and computer science majors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rolfe:2006:VDQ,
author = "Timothy J. Rolfe",
title = "{Las Vegas} does $n$-queens",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "37--38",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138429",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Rolfe06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "This paper presents two Las Vegas algorithms to
generate single solutions to the n-queens problem. One
algorithm generates and improves on random permutation
vectors until it achieves one that is a successful
solution, while the other algorithm randomly positions
queens within each row in positions not under attack
from above.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bennedsen:2006:AAI,
author = "Jens Bennedsen and Michael E. Caspersen",
title = "Abstraction ability as an indicator of success for
learning object-oriented programming?",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "39--43",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138430",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#BennedsenC06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Computer science educators generally agree that
abstract thinking is a crucial component for learning
computer science in general and programming in
particular. We report on a study to confirm the
hypothesis that general abstraction ability has a
positive impact on programming ability. Abstraction
ability is operationalized as stages of cognitive
development (for which validated tests exist).
Programming ability is operationalized as grade in the
final assessment of a model-based objects-first CS1.
The validity of the operationalizations is discussed.
Surprisingly, our study shows that there is no
correlation between stage of cognitive development
(abstraction ability) and final grade in CS1
(programming ability). Possible explanations are
identified.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brusilovsky:2006:WSV,
author = "Peter Brusilovsky and Jonathan Grady and Michael
Spring and Chul-Hwan Lee",
title = "What should be visualized?: faculty perception of
priority topics for program visualization",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "44--48",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138431",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#BrusilovskyGSL06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "To guide our work on adaptive explanatory program
visualization the authors prepared a questionnaire that
was broadly distributed among teachers of
programming-related subjects. The questionnaire was
designed to collect a list of topics that are
considered important, but hard to teach and to solicit
suggestions on using visualization for teaching these
topics. This paper introduces the questionnaire,
explains how it was administered, and presents the
results that we consider of interest to the teachers of
programming community.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dale:2006:MDT,
author = "Nell B. Dale",
title = "Most difficult topics in {CS1}: results of an online
survey of educators",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "49--53",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138432",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Dale06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "In the spring of 2004, a survey was posted on the
Internet concerning the content of the first course in
computing (CS1) and email messages were sent to
approximately 3,500 instructors asking them to
participate in the survey. Three hundred fifty one
faculty members responded. The responses to one survey
item form the basis of this paper: ``In your
experience, what is the most difficult topic to teach
in CS1?'' This paper describes the demographics of the
respondents and present a content analysis of the
responses to this item. The analysis indicates that the
difficult topics fall into four categories: problem
solving and design, general programming topics,
object-oriented constructs, and student maturity (or
lack thereof). The paper presents the specific topics
within each category along with sample comments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCauley:2006:CBS,
author = "Ren{\'e}e McCauley and Christopher W. Starr and Walter
Pharr and RoxAnn H. Stalvey and George Pothering",
title = "Is {CS1} better with the same lecture and lab
instructor?",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "54--60",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138433",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#McCauleySPSP06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "This paper presents results from a four-semester
classroom experiment to assess whether the introductory
programming lecture and closed-laboratory courses would
be more effective if they were taught by the same or
different instructors. Using a common final exam and
lab practical as dependent variables, we determined
there is no statistically significant effect on
learning outcomes by having the same instructor for
lecture and lab. Results of a qualitative survey,
however, showed a statistically significant difference
in student satisfaction for the same-instructor group
over the different-instructor group.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jensen:2006:TUC,
author = "Bradley K. Jensen and Melinda Cline and Carl Stephen
Guynes",
title = "Teaching the undergraduate {CS} Information Security
Course",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "61--63",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138434",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#JensenCG06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "This paper presents a lab based approach to teaching
the undergraduate CS Information Security course. Given
the magnitude of real and potential loses associated
with security breaches, employers increasingly expect
graduates of CS programs to have an understanding of
information security concepts. The infrastructure
requirements for the course includes setting up a
secure laboratory environment to accommodate the
development of viruses and worms. The labs and lectures
are intended to instruct students in the inspection and
protection of information assets, and detection of and
reaction to threats to information assets.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Grisham:2006:DEE,
author = "Paul S. Grisham and Herb Krasner and Dewayne E.
Perry",
title = "{Data Engineering} education with real-world
projects",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "64--68",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138435",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#GrishamKP06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "This paper presents an experience report on teaching
Data Engineering using a real-world project domain. Our
course introduces databases within the context of
Systems and Information Engineering, supplementing
relational database theory with requirements
engineering, design, and analysis. The primary
deliverable of the course was a semester-long project
to implement an information system in a real-world
application domain, interacting with an external
customer with uncertain requirements. We believe that
real-world projects motivate students to apply good
Software Engineering principles in the classroom and
encourage those principles to be adopted into
industrial practice.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lorenzen:2006:MPC,
author = "Torben Lorenzen and Hang-Ling Chang",
title = "{MasterMind\TM}: a predictor of computer programming
aptitude",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "69--71",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138436",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#LorenzenC06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "For two semesters, the authors have tested CS1
introductory students on their ability to play the
MasterMind\copyright{} game at the beginning of the
semester and compared those scores with in class
programming test scores. The resulting correlations
suggest that this game can be used as part of a
computer programming aptitude test. This aptitude test
could be used to advise potential students or employees
about their probable success as programmers. Our survey
of the literature yielded many programming aptitude
tests with correlations lower than ours of 0.6; we are
unique in using a game as an aptitude test.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hazzan:2006:SIC,
author = "Orit Hazzan and Tami Lapidot",
title = "Social issues of computer science in the {``Methods of
Teaching Computer Science in the High School''}
course",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "72--75",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138437",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#HazzanL06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "This paper discusses social issues of Computer Science
in the context of the preparation of high school
Computer Science teachers. Specifically, it focuses on
the importance of addressing social issues in the
Methods of Teaching Computer Science in the High School
course and illustrates the actual teaching, in the
course, of the following three social issues of
Computer Science: ethics, diversity, and history of
Computer Science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hepting:2006:EUT,
author = "Daryl H. Hepting",
title = "Ethics and usability testing in computer science
education",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "76--80",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138438",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Hepting06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Ethics and usability testing are increasingly
important parts of a modern computer science education,
given the changing profile of computer science
employment and the increased focus on privacy. This
paper introduces the concept of a participant pool, a
means to recruit participants for research, which can
be a valuable tool in teaching usability testing and
ethics. It has a role in an overall emphasis on
software quality and the importance of research. It can
also help to increase the profile of this research and
the desirability of a Computer Science degree to the
larger population.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ilias:2006:USC,
author = "Aristidis Ilias and Maria Kordaki",
title = "Undergraduate studies in computer science and
engineering: gender issues",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "81--85",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138439",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#IliasK06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "This study focuses on gender issues in terms of
participation, achievement and duration of studies at
the Tertiary level of education in Computer Science and
Engineering (CS\&E). For this reason, 1957 degrees
earned by Computer Engineers were studied. These
diplomas cover a 21 year period of graduation at the
Computer Engineering and Informatics Department (CEID),
University of Patras, Greece. The analysis of the data
shows that: (a) male graduate students outnumbered the
female ones by three to one, (b) in terms of
achievement, no significant differences exist between
male and female graduate computer engineers, and (c)
female students complete their studies earlier than
their male counterparts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hu:2006:WUI,
author = "Chenglie Hu",
title = "When to use an interface?",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "86--90",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138440",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Hu06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Interface, as an object-oriented programming
construct, has been one of the most difficult concepts
for students to understand and apply properly.
Textbooks often only address the shallow side of
usefulness of interfaces, and some may even mislead as
to when and how an interface should be used. This
article argues that the interfaces can only be
effectively taught in a context of program design. The
material is appropriate to be included in a second
course on programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Randall:2006:DAC,
author = "Cindy H. Randall and Barbara A. Price",
title = "Desirable attributes for computing graduates: is there
agreement?",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "91--96",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138441",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#RandallP06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Students selecting information-based degree programs
such as Information Systems (IS), Computer Science
(CS), and Information Technology (IT) are entering into
programs comprised of many analytical and technical
classes. It would seem that if these programs are
meeting their objectives, the skills and attributes
these students believe lead to academic success would
be viewed as critical by the faculty who teach in these
programs or those approved by the Computing
Accreditation Commission (CAC) of ABET, Inc. Students
and faculty from three universities were surveyed on
the importance of skills/attributes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shaffer:2006:ETG,
author = "Clifford A. Shaffer",
title = "Experiences teaching a graduate research methods
course",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "97--101",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138442",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Shaffer06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Teaching research methods to computer science graduate
students presents a number of significant challenges.
Of particular concern is the extreme breadth of
material that must be covered and the diversity of the
students taking the course. This paper describes the
implementation of the graduate research methods course
at Virginia tech. The primary goal of this course is to
improve the ability of research-track students to
perform graduate research and more generally to prepare
for their professional career (not necessarily in
research). A notable feature of our implementation is
the use of authentic assignments whenever possible.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shumba:2006:DHC,
author = "Rose Shumba",
title = "The development of a {Human Computer Interaction}
course at a senior synthesis course",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "102--104",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138443",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Shumba06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "HCI has been taught in universities and colleges as an
elective for computer science majors. An
inter-disciplinary synthesis course was developed in
the Department of Computer Science at Indiana
University of Pennsylvania. The course was first
offered in the fall of 2004. Objectives, content, and
pedagogy of this course are outlined. The paper is
concluded by citing challenges and issues regarding the
development and launching of such a course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wang:2006:ITC,
author = "Yang Wang",
title = "It is time for a computer application degree",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "105--109",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138444",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Wang06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Contemporary computer technology has spread computing
activity to almost every field. The computing
industry's need for application software developers who
have not only proficient programming skills but also a
good understanding of subjects in a specific
application field has grown rapidly. Continuing to use
existing degree programs in computer science to train
expected application software developers would not only
be a disservice to students but also hamper the further
development of computer science programs themselves.
Thus, a new degree program is called for in the
sub-discipline of computer applications.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Talabis:2006:HLD,
author = "Ryan Talabis",
title = "{Honeynet} learning: discovering {IT} security",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "110--114",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138445",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Talabis06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Learning IT Security in a classroom setting has often
been a frustrating endeavor for both instructors and
students alike. From our experience, traditional
instructional methods like direct instruction and
lectures though widely used and effective in most other
areas have significant shortcomings when applied in IT
security learning. In this paper, we shall propose an
alternative approach to learning and teaching IT
Security called Honeynet Learning which uses the
Honeynet as a tool and resource to augment both student
and instructor learning. This approach will incorporate
the learning concepts that we feel is important to
promote learning in IT Security namely discovery,
feedback and ``real world'' experience. Aside from
this, we shall be illustrating an actual methodology
built upon these concepts that can be applied in the
typical IT Security course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gupta:2006:CLE,
author = "Gireesh K. Gupta",
title = "Computer literacy: essential in today's
computer-centric world",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "115--119",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138446",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Gupta06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Computer literacy is a fundamental part of
undergraduate curriculum today. Computer literacy is as
basic to undergraduate students as the course work in
core curriculum in today's computer-centric information
age [6]. The number of computers-in-use worldwide is
growing, especially in the developing countries [3].
Computers affect every facet of our lives and every
sector of the global society. Employers prefer workers
who are computer literate because they are more
productive and efficient at work than those who are not
computer literate. This paper focuses on computer
literacy and its benefits to people of all ages ---
children, teenagers, adults and seniors. I also
describe the implementation of computer competency
requirement at Belmont Abbey College and the process
students follow to satisfy this requirement in order to
graduate.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gorgone:2006:MMC,
author = "John T. Gorgone and Paul Gray and Edward A. Stohr and
Joseph S. Valacich and Rolf T. Wigand",
title = "{MSIS} 2006: model curriculum and guidelines for
graduate degree programs in information systems",
journal = j-SIGCSE,
volume = "38",
number = "2",
pages = "121--196",
month = jun,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1138403.1138448",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:27 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#GorgoneGSVW06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "This article presents the MSIS 2006 Model Curriculum
and Guidelines for Graduate Degree Programs in
Information Systems. As with MSIS 2000 and its
predecessors, the objective is to create a model for
schools designing or revising an MS curriculum in
Information Systems. The curriculum was designed by a
joint committee of the Association for Information
Systems and the Association for Computing Machinery.
MSIS2006 is a major update of MSIS 2000. Features
include increasing the number of required courses from
10 to 12 while revising prerequisites, introducing new
courses and revising existing courses to modernize the
curriculum, and alternatives for phased upgrading from
MSIS2000 to MSIS 2006.As with the previous curriculum,
it is the product of detailed consultation with the IS
community. The curriculum received the endorsement of 8
major IS professional groups.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{DiCosmo:2006:EC,
author = "Roberto {Di Cosmo}",
title = "Educating the e-citizen",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "1--1",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140125",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The education of computer science students is a
challenging task: the complexity of the material that
is part of a curriculum is increasing at an astonishing
pace, following the complexity of the software
artifacts that our students are trained to master. The
free software revolution has entered the scene, and
offers new challenges, and new solutions; on one side,
the sheer amount of code available as free software
today calls for the education of a new kind of computer
scientist, and software engineer: they must be prepared
to manage the complexity of software systems built out
of components coming from all around the planet,
evolving at fast, yet unrelated pace, and whose source
code is freely available for inspection or
customization. On the other side, this very same
availability of the source code gives our student the
possibility to reach a level of technical insight that
was previously unthinkable. In this talk, we will try
to give a few examples of new research challenges
emerging from the free software revolution, as well as
evidence that teaching computer science can no longer
be done without free software. Nevertheless, it would
be a huge error to believe that we are only called to
educate computer scientists and software engineers, and
hence could stick to a purely technical view of our
duties: due to the unprecedented penetration of ICT in
every aspects of everyday life, we are also, as
computer science teachers, the first responsible of
educating the citizens of tomorrow. This duty will not
be fulfilled by simply passing over technical details:
as the recent example of the electronic voting machines
clearly show, we face the challenge of educating
e-citizens which are not simply computer literate, but
have a mental model of computer machinery allowing them
a clear understanding of the limitations of this
technology which is beautiful, but in no way magic.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Young:2006:AFS,
author = "Alison Young and Logan Muller",
title = "Aluminum foil satellite dishes and a millennium of
experience: sustainability in the high {Andes}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "2--2",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140126",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This address will describe an ICT research project
that is context specific and achieved economic and
social turnarounds where other ICT projects have
failed. The message for computer science educators and
professionals is that desired impact has less to do
with science and technology and more to do with
understanding context and culture. Evaluating
implementation options to advance educational and
social needs is applying intelligence to technology.
Technology without context is a chasm. Literature on
contextual relevance such as Habermas, Friere, Husserl,
Gadamer, Borgman, abounds. However the absence of
minorities in our computer classes, the overarching
business use of technology to automate historic
processes and the obsession with development of new
technologies in the abstract without considering their
applications indicate that our profession is slow to
grasp this. The ancient Incan culture, through the
Quechuan people of Antabamba Peru, a remote indigenous
society high in the Andean Mountains has over 700 years
of proven social, environmental and economically
sustainable practice. Until only 10 years ago Antabamba
was a time capsule which was isolated from the world by
several days walk from the nearest road. When the road
was built in 1995 the multinational products,
television, marketing and western philosophies of
business practice soon followed. Within 10 years the
population of Antabamba was worse off than in anytime
in the previous 700 years and risked losing what the
developed world is in search of, sustainable practice.
Starting in 2003 the Unitec project spent a year
learning what had underpinned this ancient culture.
Yesterdays wireless technologies, internet, web design,
No. 8 wire, aluminum foil satellite dishes and some
basic tools were grounded in the traditional Incan
methodologies of sharing, learning and understanding.
Unparalleled results were achieved. Together with the
local communities, the Unitec project developed a
methodology called ``Community Centric Empowerment''
(CCE) which has been attributed by OSIPTEL, the
Telecommunications Authority in Peru and the Latin
American telecommunication council representative as
the deciding factor that has separated this project
from other ``telecenter'' projects in Latin America.
Additional studies focusing on the ability of ICT to
reduce poverty and exploitation in third world
countries by FITEL, the Rural development wing of
OSIPTEL in Peru, support the notion of the importance
of how, rather than what, when it comes to ICT use for
poverty reduction (Bossio 2005) (Newman 2006). These
studies showed the usage patterns and impact of the
Unitec project to be quite distinctive compared with
any other poverty alleviation project using ICT.In
keeping with the phenomenological methodology of the
initial study, this address will describe the story of
the Peruvian project to demonstrate to ICT educators
and professionals that how we implement ICT is as
important as what we implement, when social and
economic sustainability are our objectives. It lays
down a challenge to ICT educators and professionals to
reconsider the priorities in our teachings and
philosophies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pargas:2006:RLI,
author = "Roy P. Pargas",
title = "Reducing lecture and increasing student activity in
large computer science courses",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "3--7",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140129",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes how one instructor uses a
web-based tool called MessageGrid in a laptop-enhanced
computer science course to accomplish five goals: (1)
to solicit questions from students regarding
pre-lecture reading assignments, (2) to engage the
students in classroom activity that supports the
lecture material for the day, (3) to conduct short,
frequent assessments of student comprehension, (4) to
conduct exercises that encourage peer-learning, and (5)
to use Ink -based software animations to supplement the
lecture material for the day. We present MessageGrid
and explain how the short lecture exercises (called
lexes) help engage the students in class. We show how
the assessment component of MessageGrid helps students
know whether or not they learning the material as they
should, and enables the instructor to identify students
who are falling behind. We present four different ways
of designing lexes. We end with conclusions and plans
for future work.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Guerreiro:2006:CAP,
author = "Pedro Guerreiro and Katerina Georgouli",
title = "Combating anonymousness in populous {CS1} and {CS2}
courses",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "8--12",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140130",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "One of the causes for unsatisfactory results in first
year programming courses, as we have observed, is
anonymousness: individual students mostly follow the
course without recognition from their peers and their
teachers, and this often discourages them. Therefore,
increasing the visibility of what happens in the
classroom and in the labs, as well as helping the
students to know who their colleagues are and how they
are performing can be very helpful. We recommend three
complementary educational strategies which include
video recording the classes and making the recordings
available on the Internet to help students to review
the lectures, using a web-based learning management
system to foster the communication between teachers and
students and among students, and increasing the
visibility of student work by adopting an automatic
grading system for lab assignments which can in
parallel be used for self-assessment purposes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Spacco:2006:EMD,
author = "Jaime Spacco and David Hovemeyer and William Pugh and
Fawzi Emad and Jeffrey K. Hollingsworth and Nelson
Padua-Perez",
title = "Experiences with {Marmoset}: designing and using an
advanced submission and testing system for programming
courses",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "13--17",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140131",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We developed Marmoset, an automated submission and
testing system, to explore techniques to provide
improved feedback to both students and instructors as
students work on programming assignments, and to
collect data to perform detailed research on the
development processes of students. To address the issue
of feedback, Marmoset provides students with limited
access to the results of the instructor's private test
cases using a novel token-based incentive system. This
both encourages students to start their work early and
to think critically about their work. Because students
submit early, instructors can monitor all students'
progress on test cases, helping identify challenging or
ambiguous test cases early in order to update the
project specification or devote additional time in
lecture or lab sessions to the difficult test cases. To
study and better understand the development process of
students, Marmoset can be configured to transparently
capture snapshots to a central repository everytime
students save their files. These detailed development
histories offer a unique, detailed perspective of each
student's progress on a programming assignment, from
the first line of code written and saved all the way
through the final edit before the final submission.
This type of data has proven extremely valuable many
uses, such as mining new bug patterns and evaluating
existing bug-finding tools. In this paper, we describe
our initial experiences using Marmoset in several
introductory computer science courses, from the
perspectives of both instructors and students. We also
describe some initial research results from analyzing
the student snapshot database.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Waite:2006:DIM,
author = "William M. Waite and Assad Jarrahian and Michele H.
Jackson and Amer Diwan",
title = "Design and implementation of a modern compiler
course",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "18--22",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140132",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Current literature states that the undergraduate
curriculum can no longer afford the luxury of a
traditional compiler construction course. Nevertheless,
there is an increasing need for an understanding of how
to design and implement domain-specific languages. This
paper presents a modern course in compiler
construction, designed to provide a student with the
capability of quickly constructing robust processors
for a variety of language-related applications.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shanmugasundaram:2006:KBU,
author = "Vijayakumar Shanmugasundaram and Paul Juell and Curt
Hill",
title = "Knowledge building using visualizations",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "23--27",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140134",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe our efforts in knowledge
building by creating visualizations. Our efforts
include problem-based learning. We have identified a
problem that the students have in learning OOP. To
solve that problem we engage our students in the
classroom using existing visualizations created by
students of the earlier class, then we have the
currents students improve the existing visualizations,
or create new visualizations for future use in the same
class. We describe the process of building knowledge,
problem based learning, the details of the
visualizations, our observations and the merits of this
approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thomasson:2006:IND,
author = "Benjy Thomasson and Mark Ratcliffe and Lynda Thomas",
title = "Identifying novice difficulties in object oriented
design",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "28--32",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140135",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We report on a study of novice programmers' object
oriented class designs. These designs were analysed to
discover what faults they displayed. The two most
common faults related to non-referenced classes
(inability to integrate them into the solution), and
problems with attributes and class cohesion. The paper
ends with some implication for teaching that may be
indicated by the empirical results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pullen:2006:SDE,
author = "J. Mark Pullen",
title = "Scaling up a distance education program in computer
science",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "33--37",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140136",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes issues and their solutions in
presenting a graduate program in distance education
online. The author developed significant experience in
synchronous Internet distributed education by
experimental teaching online. This process has produced
an open-source software system for synchronous online
teaching and learning, Network EducationWare. That
system is described, along with experience in expanding
its use from one course to a graduate Computer Science
degree program. Detailed discussions elaborate problems
encountered and their solutions. Experience has shown
that online teaching in this format is beneficial to
students, supportable by faculty, and affordable by the
educational institution, in part due to the effective
implementation described.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bennett:2006:HSC,
author = "Andrew Bennett and Joanna Briggs and Martyn Clark",
title = "High school computing clubs: a pilot study",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "38--42",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140137",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "While classes in IT skills are endemic, high school
students in the UK rarely experience computer science.
We present a pilot of a scheme that aims to go some way
towards addressing this. Specifically, computing clubs
were run on high school premises by high school
teachers using material prepared by the University of
Leeds School of Computing and supported by volunteer
undergraduate mentors. Feedback suggests that the clubs
were highly successful in their objectives of
broadening understanding of the idea of a computer and
introducing the concept of a computer program. School
students, their teachers and the undergraduate
volunteers all report an enjoyable, purposeful
experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gray:2006:IAM,
author = "Geoffrey R. Gray and Colin A. Higgins",
title = "An introspective approach to marking graphical user
interfaces",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "43--47",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140139",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The increasing expectations of users for ever more
functional and impressive Graphical User Interfaces
(GUIs) have instigated changes to the way in which
programming languages are taught. The rise in
popularity of the subject matter has caused problems
for lecturers with regards to time and costs. The
numbers of student solutions that need to be marked in
short periods of time are barely feasible for one
person alone or even a marking team to manage; this has
been a major influence in the development of marking
systems. No system exists for marking GUI programs,
indeed few exist for marking any programs. This paper
presents the concepts behind an introspective testing
and marking tool for GUIs. The hierarchical
relationship between interface components and the use
of an introspective approach allows us to retrieve data
from the GUI components themselves, rather than through
relative estimations. This not only allows for dynamic
testing of the student's solutions but also aesthetic
testing measures.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brusilovsky:2006:WIC,
author = "Peter Brusilovsky and Tomasz D. Loboda",
title = "{WADEIn II}: a case for adaptive explanatory
visualization",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "48--52",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140140",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Adaptive explanatory visualization is an attempt to
integrate two promising approaches to program
visualization: adaptive visualization and explanatory
visualization. The goal of this paper is to demonstrate
the ideas of adaptive explanatory visualization using a
practical example. The paper introduces the WADEIn II
system for the visualization of expression evaluation
in the C programming language, shows how expression
evaluation visualizations can be made adaptive, and
explains our approach to the adaptive generation of
explanations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Plimmer:2006:PTE,
author = "Beryl Plimmer and Robert Amor",
title = "Peer teaching extends {HCI} learning",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "53--57",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140141",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Crafting a good user experience requires skills in
several disciplines. Few people have this breadth of
knowledge, and undergraduate computer science students
are no exception. Encouraging computer science students
to appreciate the ways that other disciplines
contribute to Human Computer Interaction is important,
yet difficult. Our students learn about this
disciplinary interdependence through peer teaching as
part of a group project. Each group contains students
with complementary skills and we expect a transfer of
knowledge. Here we discuss the educational theory
behind the project, the project's essential elements
and an evaluation of how it aids learning. The model we
have developed could be easily adapted for other
courses which draw on diverse skills.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Koppelman:2006:CRC,
author = "Herman Koppelman and Betsy van Dijk",
title = "Creating a realistic context for team projects in
{HCI}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "58--62",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140142",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Team projects are nowadays common practice in HCI
education. This paper focuses on the role of clients
and users in team projects in introductory HCI courses.
In order to provide projects with a realistic context
we invite people from industry to serve as clients for
the student teams. Some of them have a professional
interest in participating in our course and define a
project themselves. Another way we make projects
realistic is to have teams evaluate their designs with
real users. We describe how we incorporate the role of
clients and users in our courses and describe our
experiences. One of the results of our evaluations is
that most students find it very interesting and
stimulating to work with a client on a 'real' project
from industry.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pak:2006:IDD,
author = "Suehee Pak and Eunha Rho and Juno Chang",
title = "Industrial demand-driven curriculums for
computer-software field in {Korea}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "63--67",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140144",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In order to meet increasing industrial demand for
quality IT experts in the computer-software field,
demand-driven undergraduate curriculums have been
developed and applied to college education in Korea.
The computer-software field has been categorized into
several specialized areas, tracks, and educational
contents have been designed and constructed for each
track. In this paper, a 6-phased curriculum development
methodology is suggested and artifacts produced in each
phase of the development process are described. By
applying iterative and incremental principles of the
methodology, all artifacts have been continuously
updated.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hamer:2006:SEC,
author = "John Hamer",
title = "Some experiences with the ``contributing student
approach''",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "68--72",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140145",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We report on our recent experiences with Collis'
``contributing student approach'' in two computing
courses. Departing radically from traditional
lecture-based teaching, the approach involves students
preparing learning resources to share with other
members of the class. Contributions are peer assessed,
lectures become class meetings, and the course web page
is replaced by a shared ``wiki'' collaboration tool to
which all students can contribute. Consequently,
students are inescapably placed at the centre of all
learning activities. The approach may form a model for
higher education courses that aspire to equip students
with the skills necessary to function effectively in
the knowledge era.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davis:2006:RCS,
author = "Timothy A. Davis and John Kundert-Gibbs",
title = "The role of computer science in digital production
arts",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "73--77",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140146",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Special effects production is a rapidly expanding
field in the film, television, and gaming industries.
The educational goals and requirements for digital
artists in these fields vary widely, and tend to change
dramatically over short spans of time. Several years
ago, we began a new graduate program at Clemson
University to train students in this field. Though the
impetus to develop the program originated in the
computer science department, the department was not
suited to cover all of the topics necessary, even with
the addition of several new courses. Accordingly, the
program was established as interdisciplinary, with
major components in computer science and art. The
computer science portion of the curriculum emphasizes
basic computing concepts, especially programming. The
program has evolved from a somewhat disparate
collection of courses into a tighter, more integrated,
educational experience, with a high graduate placement
in the industry each year.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Giangrandi:2006:NMV,
author = "Paolo Giangrandi and Claudio Mirolo",
title = "{``Numeri e Macchine''}: a virtual museum to learn the
history of computing",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "78--82",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140147",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Considering a historical perspective may be not only,
in Knuth's witty words [?], ``one of the ways to help
make computer science respectable,'' but also a
valuable tool for education purposes. After outlining
the main reasons for teaching the history of computing,
in this paper we present a virtual museum on the
subject, addressed to Italian students, developed in a
cooperative project engaging both university and school
teachers. It is meant first of all as an opportunity to
experiment a learning environment suitable to explore
the cultural roots of computer science, especially in
the school ages. We are now planning classroom
experiences to assess this tool, as well as proposing
it in a curricular course on the history of computer
science for training secondary school teachers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thomas:2006:UPA,
author = "Pete Thomas and Kevin Waugh and Neil Smith",
title = "Using patterns in the automatic marking of
{ER}-diagrams",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "83--87",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140149",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper illustrates how the notion of pattern can
be used in the automatic analysis and synthesis of
diagrams, applied particularly to the automatic marking
of ER-diagrams. The paper describes how diagram
patterns fit into a general framework for diagram
interpretation and provides examples of how patterns
can be exploited in other fields. Diagram patterns are
defined and specified within the area of ER-diagrams.
The paper also shows how patterns are being exploited
in a revision tool for understanding ER-diagrams.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Amelung:2006:EEA,
author = "Mario Amelung and Michael Piotrowski and Dietmar
R{\"o}sner",
title = "{EduComponents}: experiences in e-assessment in
computer science education",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "88--92",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140150",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "To reduce the workload of teachers and to improve the
effectiveness of face-to-face courses, it is desirable
to supplement them with Web-based tools. This paper
presents our approach for supporting computer science
education with software components which support the
creation, management, submission, and assessment of
assignments and tests, including the automatic
assessment of programming exercises. These components
are integrated into a general-purpose content
management system (CMS) and can combined with other
components to create tailor-made learning environments.
We describe the design and implementation of these
components, and we report on our practical experience
with deploying the software in our courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Axelsson:2006:SAS,
author = "Karin Axelsson and Ulf Melin and Tommy Wedlund",
title = "Student activity in seminars: designing
multi-functional assessment events",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "93--97",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140151",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe assessment in seminars
where high student activity is encouraged. The aim of
our work has been to design assessment events that
result in deep learning and high student activity, but
still provide the teacher with a reliable basis for
justice in examinations. We will discuss a course in
electronic commerce where we have been working with two
progressive seminars. Experiences from this attempt are
discussed and analysed in the paper.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Higgins:2006:FCB,
author = "Colin A. Higgins and Brett Bligh",
title = "Formative computer based assessment in diagram based
domains",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "98--102",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140152",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents an approach to conducting
formative assessment of student coursework within
diagram-based domains using Computer Based Assessment
(CBA) technology. Formative assessment is perceived as
a resource-intensive assessment mode and its usage is
in steep decline in higher education. CBA technology
developed out of the desire to automate assessment due
to the necessity of assessing students with decreasing
unit-resource; it can overcome the decline in formative
assessment by automating those processes which are
considered resource-intensive. The system described is
based upon the CourseMarker CBA system (formerly
CourseMaster / Ceilidh) and the DATsys object-oriented
framework for CBA-oriented diagram editors. This paper
outlines requirements for obtaining good formative
assessment using CBA software and documents a live
system which assessed student Entity Relationship
diagrams within an undergraduate Database Systems
course. Results are presented and considerable
extensions proposed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Eckerdal:2006:PTC,
author = "Anna Eckerdal and Robert McCartney and Jan Erik
Mostr{\"o}m and Mark Ratcliffe and Kate Sanders and
Carol Zander",
title = "Putting threshold concepts into context in computer
science education",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "103--107",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140154",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes Threshold Concepts, a theory of
learning that distinguishes core concepts whose
characteristics can make them troublesome in learning.
With an eye to applying this theory in computer
science, we consider this notion in the context of
related topics in computer science education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mendes:2006:REP,
author = "Emilia Mendes and Lubna Al-Fakhri and Andrew
Luxton-Reilly",
title = "A replicated experiment of pair-programming in a
2nd-year software development and design computer
science course",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "108--112",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140155",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents the results of a replicated pair
programming experiment conducted at the University of
Auckland (NZ) during the first semester of 2005. It
involved 190 second year Computer Science students
attending a software design and construction course. We
replicated the experiment described in [18],
investigating similar issues to those reported in [32]
and employing a subset of the questionnaires used in
[32]. Our results confirm the use of pair programming
as an effective programming/design learning
technique.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hanks:2006:SAT,
author = "Brian Hanks",
title = "Student attitudes toward pair programming",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "113--117",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140156",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Students in four introductory programming classes who
participated in a pair programming study had very
positive attitudes toward pair programming: they liked
it, thought that it was fun, would like to do it again,
and believed that they learned more because they
paired. Although the students as a whole had positive
attitudes, the results were not consistent between
instructors; in particular, the students in one of the
courses were significantly less positive about pair
programming. The implications of instructor-based
differences in attitude are discussed. This paper also
examines the relationship between student confidence
and attitudes toward pair programming. The most
confident students liked pairing the most, while the
least confident students liked it the least. This
finding contradicts results that have been reported
elsewhere.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2006:SFT,
author = "Raymond Lister and Beth Simon and Errol Thompson and
Jacqueline L. Whalley and Christine Prasad",
title = "Not seeing the forest for the trees: novice
programmers and the {SOLO} taxonomy",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "118--122",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140157",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper reports on the authors use of the SOLO
taxonomy to describe differences in the way students
and educators solve small code reading exercises. SOLO
is a general educational taxonomy, and has not
previously been applied to the study of how novice
programmers manifest their understanding of code. Data
was collected in the form of written and think-aloud
responses from students (novices) and educators
(experts), using exam questions. During analysis, the
responses were mapped to the different levels of the
SOLO taxonomy. From think-aloud responses, the authors
found that educators tended to manifest a SOLO
relational response on small reading problems, whereas
students tended to manifest a multistructural response.
These results are consistent with the literature on the
psychology of programming, but the work in this paper
extends on these findings by analyzing the design of
exam questions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chen:2006:DAA,
author = "Ming-Yu Chen and Jyh-Da Wei and Jeng-Hung Huang and D.
T. Lee",
title = "Design and applications of an algorithm benchmark
system in a computational problem solving environment",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "123--127",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140159",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Benchmark tests are often used to evaluate the quality
of products by a set of common criteria. In this paper
we describe a computational problem solving environment
based on open source codes and an algorithm benchmark
system, which is embedded in the environment as a
plug-in system. The algorithm benchmark system can be
used to compare the performance of various algorithms
or to evaluate the behavior of an algorithm with
different input instances. The current implementation
allows users to compare or evaluate algorithms written
in C/C++. Some examples of the algorithm benchmark
system that evaluates the memory utilization, time
complexity and the output of algorithms are also
presented. Algorithm benchmark impresses the learning
effect; students can not only comprehend the
performance of respective algorithms but also write
their own programs to challenge the best known
results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wirth:2006:NAR,
author = "Anthony Wirth and Michael Bertolacci",
title = "New algorithms research for first year students",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "128--132",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140160",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Motivated first-year undergraduate students should be
exposed to some of the processes of research and some
of the latest results. This brings them into the
university culture quickly and encourages them to feel
part of the development of the computer science
discipline. To this end, students in a second-semester
first-year computer science subject were presented with
a programming project in which the goal was to
implement several approximation algorithms for an
active research problem. In addition, they were asked
to complete four related mathematical puzzles. The
lecturer author and the student author show how this
project proved to be an exciting experience for them
both. The paper concludes with some suggestions for
expanding the research influence in this subject.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Armoni:2006:RTU,
author = "Michal Armoni and Judith Gal-Ezer and Orit Hazzan",
title = "Reductive thinking in undergraduate {CS} courses",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "133--137",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140161",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes research on the perception of
undergraduate students of the concept of reduction.
Specifically, based on an analysis of students' answers
to questions addressing different CS topics, we present
several findings regarding the ways in which
undergraduate students conceive of and apply reduction.
In addition to the research description and results,
the paper discusses the role of reduction in CS and
suggests several teaching applications.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sanders:2006:MMR,
author = "Ian Sanders and Vashti Galpin and Tina G{\"o}tschi",
title = "Mental models of recursion revisited",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "138--142",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140162",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Students struggle to understand recursion and we need
to find good ways to teach the concept. We believe that
an understanding of the mental models of recursion that
students develop will assist us in teaching them more
effectively. In 2003 we reported on a study of the
mental models our students developed. This paper
discusses some changes that we made to our teaching in
2003 after that study. An analysis of the students'
mental models in 2003, 2004 and 2005 shows that more
students are developing the copies model of recursion
which is always a viable model.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stevenson:2006:PPP,
author = "Daniel E. Stevenson",
title = "{PNG} palette permuter",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "143--147",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140164",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Developing sophomore-level programming assignments
that are both interesting to students and that have a
good balance between low-level and high-level concepts
is a difficult thing to do. The PNG Palette Permuter is
a large assignment that does achieve this balance while
still being based on topics such as encryption and
image processing which students find interesting and
relevant. Specifically, the Permuter involves
compression, encryption, and steganography. This paper
presents this project and discusses the interesting
high and low-level issues that occur.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Leidig:2006:UCB,
author = "Paul M. Leidig and Roger Ferguson and Jonathan
Leidig",
title = "The use of community-based non-profit organizations in
information systems capstone projects",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "148--152",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140165",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Complaints often expressed about undergraduate
computer science or information systems programs,,, is
that students graduate with adequate technical skills
but often lack an understanding of organizational
processes, team project experience, and the ability to
integrate information technology in an organizational
setting. To address this, educators have historically
created service-learning group projects, which leverage
local organizations. These types of projects can be
very rewarding for students and offer excellent
educational opportunities for the students within the
group. Educators who have taught service-learning group
projects know there are significant problems with using
this type of project. These problems include:
motivation of students to do their best work, fair
individual and overall group assessment, appropriate
workload for a semester, and minimizing disruptive
outside influences. In addition, the creation of new
projects on a continuous semester basis would be very
useful for the instructor of a project course. To solve
these issues and problems, the following capstone
course design was used with success at Grand Valley
State University (GVSU). A socially-relevant,
community-based assignment with local non-profit
organizations provided the basis for the capstone
information systems project course described in this
paper. This project course produced working
applications for actual clients that gave students a
unique capstone experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bird:2006:BSE,
author = "Steven Bird and James R. Curran",
title = "Building a search engine to drive problem-based
learning",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "153--157",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140166",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Search engines pervade the digital world, mediating
most access to information instantaneously. We have
found that students can build search engine components,
and even entire search engines, in the context of
problem-based learning in introductory and intermediate
computer science courses. The courses cover a broad
range of topics in algorithms, data structures, and web
design, with a heavy emphasis on programming.
Additionally, the internet is coupled with the syllabus
at many places, from web design and HTML to graph
algorithms and pattern matching. This connection
enlivens the discussion of otherwise dry topics like
searching, sorting, indexing and hashing. Moreover, the
challenge of web-scale computing motivates the
continuing students in their later study of formal
topics like algorithmic complexity, while
non-continuing students acquire transferable analytical
skills. We report on the experience in search engine
projects for driving problem-based learning in computer
science courses, for both high school and university
students. Our experience shows that such projects are
effective in both introductory and intermediate
courses, and readily encompass student groups with
diverse programming abilities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stevenson:2006:DRW,
author = "Daniel E. Stevenson and Paul J. Wagner",
title = "Developing real-world programming assignments for
{CS1}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "158--162",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140167",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Instructors have struggled to generate good
programming assignments for the CS1 course. In
attempting to deal with this issue ourselves, we have
generated two real-world programming assignments that
can be solved by most students yet generate challenges
for advanced students. We present our overall criteria
for a quality programming assignment in CS1, details of
the two example assignments, and other issues stemming
from the generation and management of these
assignments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Soh:2006:IJM,
author = "Leen-Kiat Soh",
title = "Implementing the jigsaw model in {CS1} closed labs",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "163--167",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140169",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We apply the Jigsaw cooperative learning model to our
CS1 closed labs. The Jigsaw cooperative learning model
assigns students into main groups in which each group
member is responsible for a unique subtask, gathers all
students responsible for the same subtask into a same
focus group for focused exploration, returns all
students to their original main groups for reporting
and reshaping, and then each group integrates the
solutions for the subtasks from its members. For our
study, we used the Jigsaw model in three CS1 closed
labs. For each, there were three sections: (1) students
worked individually, (2) students worked in groups
using Jigsaw, and (3) students worked in groups using a
computer-supported Jigsaw environment. The post-test
scores of the three sections are compared to study the
impact of Jigsaw and the feasibility of using a
computer-supported Jigsaw design. Further, we
investigate how the three lab topics (debugging,
unified modeling language (UML), and recursion)
affected impact of Jigsaw model on student
performance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Matzko:2006:TCG,
author = "Sarah Matzko and Timothy A. Davis",
title = "Teaching {CS1} with graphics and {C}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "168--172",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140170",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The goal of the $ \tau \acute {\epsilon } \chi \nu
\eta $ project is to teach computer science concepts
more effectively by infusing large-scale problems in
computer graphics into the undergraduate curriculum.
Ultimately, this approach would be adopted for all
computer science courses in the B.A. curriculum;
currently, we are working on the foundational sequence,
which includes CS1. For this first course in
programming, we present our approach to teaching course
concepts using real-world image processing problems in
C. The results from our first semester offering are
promising, as students produced excellent work and
evaluated the class highly.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boisvert:2006:WAC,
author = "Charles Boisvert",
title = "{Web} animation to communicate iterative development",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "173--177",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140171",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "eL-CID (e-Learning to Communicate Iterative
Development) demonstrates computer programs' iterative
design using computer animation. It translates
descriptions of iterative editing into a dynamic
visualisation of the changes, as if code was being
edited in front of the user. A range of animations has
been developed and the system evaluated through action
research. The evaluation reveals a great diversity in
the patterns of usage of the animations among students.
It also identifies directions for further development
and work that eL-CID enables in program development
cognition.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gerdt:2006:WBS,
author = "Petri Gerdt and Jorma Sajaniemi",
title = "A {Web}-based service for the automatic detection of
roles of variables",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "178--182",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140172",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Learning elementary programming can be enhanced by
introducing the notion of variable roles to students.
This paper presents a web-based automatic role
detection service that can be utilized in teaching when
consolidating role knowledge. The service is based on
data flow analysis techniques and uses machine learning
to create flow characteristics for roles. The current
version recognizes roles with 93\% accuracy which is
comparable to that of human role assigners.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hill:2006:AHS,
author = "Curt Hill and Vijayakumar Shanmugasundaram and Martina
Miteva",
title = "Agents help students in {ProgrammingLand}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "183--187",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140174",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "ProgrammingLand is an online system for delivering
content to introductory computer science courses as a
substitute for a conventional textbook. Because the
system has a large number of exhibits, sometimes
students were not finding the material needed. The
system was recently enhanced with several agents to
direct students to pertinent locations. This paper
discusses the capabilities and techniques of these
agents. Preliminary data from the use of
ProgrammingLand in two different introductory
programming classes is discussed. This data suggests
that the agents are successful in aiding students,
especially those who are struggling.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pecinovsky:2006:LMO,
author = "Rudolf Pecinovsk{\'y} and Jarmila Pavl{\'\i}ckov{\'a}
and Lubos Pavl{\'\i}cek",
title = "{Let}'s modify the objects-first approach into
design-patterns-first",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "188--192",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140175",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Design patterns have already gained great importance
in both design and implementation of object-oriented
software in many diverse areas of applications. In
order to get the ideas of design patterns firmly
established, they should be taught right from the
beginning of a course. This paper outlines how the
presently used Objects-First approach can be extended
and changed into the Design-Patterns-First approach.
The outline of the first five lectures of our
university course, which is structured according to
this approach, is presented. Some examples of design
patterns suitable for the very first lecture of such
introductory course are also included.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Utting:2006:PIT,
author = "Ian Utting",
title = "Problems in the initial teaching of programming using
{Java}: the case for replacing {J2SE} with {J2ME}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "193--196",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140176",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In their analysis of the use of Java as a first
teaching language, the ACM Java Task Force (JTF)
identified a number of issues with the Java language
and APIs which caused significant pedagogic problems.
The focus of their work, and hence of their
characterisation of the issues, was the Java ``Standard
Edition'' (J2SE).This paper contends that the version
of Java designed for programming small devices (Java 2
Micro Edition, J2ME) does not suffer from these
problems identified by the JTF to the extent that the
(more familiar) J2SE does, and suggests a number of
other reasons why J2ME represents a good choice as a
first programming language.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Radenski:2006:PFL,
author = "Atanas Radenski",
title = "``{Python} first'': a lab-based digital introduction
to computer science",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "197--201",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140177",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The emphasis on Java and other commercial languages in
CS1 has established the perception of computer science
as a dry and technically difficult discipline among
undecided students who are still seeking careers. This
may not be a big problem during an enrolment boom, but
in times of decreased enrolment such negative
perception may have a devastating effect on computer
science programs and therefore should not be ignored.
We have made our CS1 course offerings more attractive
to students (1) by introducing an easy to learn yet
effective scripting language --- Python, (2) by making
all course resources available in a comprehensive
online study pack, and (3) by offering an extensive set
of detailed and easy to follow self-guided labs. Our
custom-designed online study pack comprises a wealth of
new, original learning modules: extensive e-texts,
detailed self-guided labs, numerous sample programs,
quizzes, and slides. Our recent student survey
demonstrates that students like and prefer Python as a
first language and that they also perceive the online
study pack as very beneficial. Our ``Python First''
course, originally required for computer science
majors, has been so well received that it has been
recently approved as a general education science
elective, thus opening new recruitment opportunities
for the computer science major. Our ``Python First''
digital pack is published online at
http://studypack.com.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lauer:2006:LIA,
author = "Tobias Lauer",
title = "Learner interaction with algorithm visualizations:
viewing vs. changing vs. constructing",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "202--206",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140179",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Studies on the pedagogical value of algorithm
visualizations have suggested that the level of learner
engagement plays a crucial role for the learning
outcome. We report on an evaluation carried out within
a common research framework in order to compare the
effects of three different levels of student
interaction with visualizations, ranging from simply
viewing animations to constructing visualizations from
smaller algorithmic building blocks. The hypothesis
that an increasing level of engagement leads to
significantly better learning was not substantiated by
the test results, which might be due to the influence
of the accompanying lectures on the results.
Suggestions for the design of future evaluations are
given to better control such effects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bianco:2006:OSF,
author = "Giovanni M. Bianco and Simonetta Tinazzi",
title = "One step further the {ACM K-12} final report: a
proposal for level 1: computer organization for {K-8}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "207--211",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140180",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Teaching computer science to children is a major
priority in most countries in the world. Nevertheless,
Computer Science curricula do not seem to address he
children's world, children who need specific languages,
models, and presentation methods. In this paper we
propose a novel approach of considering a Computer
Science Education curriculum based on children's
creativity and imagination. The scope is the computer
organization (aka Level 1 in he ACM K-12 Final Report).
Materials have been designed for children, teachers and
parents and take a gender-neutral approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dony:2006:THT,
author = "Isabelle Dony and Baudouin {Le Charlier}",
title = "A tool for helping teach a programming method",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "212--216",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140181",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present and discuss a tool that checks the
correctness of simple programs constructed according to
the structured programming method. The tool is intended
to provide interesting feedback to students learning
the programming method: it detects programming and/or
reasoning errors and it provides typical
counter-examples. We argue that our system is better
adapted to our pedagogical context than other
verification tools and we report on preliminary
experiments with the tool in a third year programming
course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{OKelly:2006:RPB,
author = "Jackie O'Kelly and J. Paul Gibson",
title = "{RoboCode} \& problem-based learning: a
non-prescriptive approach to teaching programming",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "217--221",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140182",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The fundamental principle behind Problem-based
Learning (PBL) is that the problem is the driving force
that initiates the learning. In order to function
effectively in a PBL environment a good set of problems
is required. Solving problems is a vital element within
Computer Science and yet the discipline has been slow
to embrace PBL as an approach to learning. The net
result means that there are few good PBL problems
available to assist new practitioners with
implementation. PBL emphasizes a real-world approach to
learning, and we present a RoboCode Competition as a
candidate for a good, realistic PBL problem within the
computer science discipline. We list and identify the
criteria that categorise a PBL problem as good and
validate the RoboCode domain against these criteria. We
argue that the concept of freedom --- in different
guises --- plays a key role in making PBL a good
mechanism for teaching programming, and for making
RoboCode a good domain for PBL.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gharibyan:2006:GGC,
author = "Hasmik Gharibyan and Stephan Gunsaulus",
title = "Gender gap in computer science does not exist in one
former {Soviet} republic: results of a study",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "222--226",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140184",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "It is well known that women's involvement in the field
of Computer Science is very low in the USA. This is
viewed as a significant problem and has become a great
concern to educators and professionals in the CS field.
Although the low participation rate of women is an
issue in many countries around the world, the truth is
that it is not a universal problem: there are
countries, such as countries of the former Soviet
Union, that have well represented female populations in
Computer Science. The Soviet society, culture and
educational system in many ways are quite different
than America's. It is important and helpful to explore
these differences with the intention to identify
factors in the Soviet system/culture that may
contribute to attracting women to Computer Science. In
2005 we started an international investigation of the
issue of women in CS in two different
societies/cultures --- American and Soviet. Our
research is intended to bring a better understanding of
the social perceptions and influences that make this
issue a problem in the United States, and will
contribute to designing better strategies in efforts of
mitigating the low participation of women in the field
of Computer Science. In this paper we present the
results of an extensive study in one former Soviet
republic, the Republic of Armenia.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Vilner:2006:OSM,
author = "Tamar Vilner and Ela Zur",
title = "Once she makes it, she is there: gender differences in
computer science study",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "227--231",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140185",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "When you sit in a Computer Science lecture at any
university in the western world, what are the chances
that the person sitting next to you will be a woman?
Furthermore, what are the chances that the lecturer
will be a woman? And if we were to enter a Computer
Science classroom in a high school, what percentage of
the students would be female? Computer Science is
possibly one of the few remaining disciplines that is
almost entirely controlled by men in the university
staff, and in which the percentage of female students
is usually below 30\%. This phenomenon is prevalent
throughout the western world. In this paper we present
data about women studying Computer Science in
universities and high schools in Israel. It deals with
the specific problems that lead to a low rate of female
enrollment in Computer Science courses and a high
female-dropout rate. It describes some suggested
solutions to encourage female enrollment and retention
rate in Computer Science programs. The research was
done at the Open University of Israel. An attempt has
been made to identify whether there is a specific stage
in the undergraduate program that is the most difficult
for women to pass. Finally, we discuss ways to assist
female students and enable them to overcome this
obstacle and remain in the program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fleischman:2006:MIE,
author = "William M. Fleischman",
title = "Meta-informatics and ethical issues in computing",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "232--236",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140186",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper deals with aspects of teaching a course on
ethical issues in computer science for third- and
fourth-year computer science and computer engineering
majors. In addition to engineering concerns --- soft
and hard --- our recent discussions have increasingly
centered on public policy issues involving
surveillance, access to, use and interpretation of
information, and on early access to appropriate
instruction in computer and information technology
indispensable for productive life and citizenship in
the 21st century. In these discussions, students have
revealed blind spots with respect to manipulation,
misuse, misrepresentation, and distortion of
information. Among the difficulties are those
associated with reification, ``reverse reification'',
saturation of the channel, especially through the use
of so-called ``talking points'', and outright
falsification, misrepresentation, and distortion. These
seem to belong to a neglected aspect of our discipline
that might be given the name ``meta-informatics.'' My
assertion is that ``meta-informatics'' is an area
worthy of consideration, especially in courses or
modules devoted to ethical issues in computer and
information science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Robila:2006:DPS,
author = "Stefan A. Robila and James W. Ragucci",
title = "Don't be a phish: steps in user education",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "237--241",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140187",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Phishing, e-mails sent out by hackers to lure
unsuspecting victims into giving up confidential
information, has been the cause of countless security
breaches and has experienced in the last year an
increase in frequency and diversity. While regular
phishing attacks are easily thwarted, designing the
attack to include user context information could
potentially increase the user's vulnerability. To
prevent this, phishing education needs to be
considered. In this paper we provide an overview of
phishing education, focusing on context aware attacks
and introduce a new strategy for educating users by
combining phishing IQ tests and class discussions. The
technique encompasses displaying both legitimate and
fraudulent e-mails to users and having them identify
the phishing attempts from the authentic e-mails.
Proper implementation of this system helps teach users
what to look for in e-mails, and how to protect their
confidential information from being caught in the nets
of phishers. The strategy was applied in Introduction
to Computing courses as part of the computer security
component. Class assessment indicates an increased
level of awareness and better recognition of attacks.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bristow:2006:UVM,
author = "Patrick Bristow",
title = "Unicast vs. multicast over wireless: a
cross-disciplinary mindshare for educational
application researchers",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "242--244",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140189",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "As the state of learning technology advances, there is
a pressing need to understand how we can best utilize
and compensate for the bandwidth available to us over
wireless networks. TCP traffic is ill-designed for an
environment that subjects it to random packet loss, and
because of which, it is plagued by congestion issues,
unfairness, and insufficient bandwidth. While IP
multicast traffic is not without its own burdens, such
as lower overall throughput and ``bursty'' packet loss,
we have found that it is often an appropriate and
underutilized medium for data distribution in
classroom-centric applications. We present the pros and
cons of both unicast and multicast transmissions over
wireless, follow with anecdotal evidence on what has
worked in the past, and conclude with a discussion of
the strategy we have taken and our future directions.
This paper is intended to function as a means for
distilling many years of work in understanding the
properties of 802.11 wireless networks in the
communications field, and transferring that knowledge
to the field of computational technology for advancing
CS education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tjaden:2006:TSA,
author = "Brian Tjaden and Brett Tjaden",
title = "Training students to administer and defend computer
networks and systems",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "245--249",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140190",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The security of computer systems, networks, and the
Internet is becoming more critical by the day. Attacks
on corporations, banks, schools, and government and
international agencies are becoming more and more
frequent, and the amount of damage that results is also
rising rapidly. Despite these facts, few educational
institutions offer courses that teach students the
practical knowledge and skills needed to administer and
defend computer networks and systems. We describe a
semester-long Secure Operations course, which offers a
unique laboratory experience that makes each student
fully responsible for the configuration,
administration, defense, and secure operation of
his/her own Internet-based server on a 24/7 basis for
the entire semester.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gomez-Martin:2006:FAD,
author = "Pedro Pablo G{\'o}mez-Mart{\'\i}n and Marco Antonio
G{\'o}mez-Mart{\'\i}n",
title = "Fast application development to demonstrate computer
graphics concepts",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "250--254",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140191",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer graphics concepts have a high visual
component. For that reason, teaching this subject
should be enriched with the use of small applications
showing concepts like near and far plane or objects
hierarchy in real time. However, their development is
usually time consuming. In this paper we propose the
use of an open source engine called Nebula to create
such examples. We will show that Nebula applications
are easy to develop and modify, presenting three small
applications that help to explain important concepts in
Computer Graphics curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Olson:2006:EDU,
author = "Clark F. Olson",
title = "Encouraging the development of undergraduate
researchers in computer vision",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "255--259",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140192",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In a small computer science department without a
graduate program, it is sometimes difficult to attract
research students. This is particularly true for
research in computer vision, since it is built upon a
substantial body of knowledge, including considerable
mathematics, that most undergraduates are not familiar
with. My approach to encouraging students to take part
in this research starts by introducing computation with
images in early programming classes. Students become
comfortable working with images in a structured
framework, where they are not exposed to excessive
underlying details. The students that become interested
in working with images can take my computer vision
class. This course is taught in a way that students can
understand the material without having a deep
background in mathematics. Students that are successful
in this class are ready for (and encouraged to) work on
undergraduate research projects and perform internships
in computer vision research. While my strategy focuses
on computer vision, similar approaches could be used
for other research areas.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chamillard:2006:USP,
author = "A. T. Chamillard",
title = "Using student performance predictions in a computer
science curriculum",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "260--264",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140194",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Professors often develop anecdotal guidelines about
how each student's past performance in their academic
major relates to their performance in later courses.
While these guidelines can be useful, a more formal
statistical analysis of these relationships can provide
valuable insight into predicted student performance,
which can help professors guide their students to focus
on potential areas of difficulty. In addition, such
analyses can identify which courses are key indicators
of later performance in the major. This additional
insight into the relationships between the courses in
the curriculum can help professors implement curriculum
changes and measure the effects of those changes. In
this paper, we present the results of such an analysis
for computer science majors at the U.S. Air Force
Academy.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Berglund:2006:SLC,
author = "Anders Berglund and Mattias Wiggberg",
title = "Students learn {CS} in different ways: insights from
an empirical study",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "265--269",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140195",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This empirical study demonstrates that students'
learning of computer science takes place in
qualitatively different ways. The results consists of
categories, where each category describe a certain way,
in which the students approach their learning. The
paper demonstrates that some of the ways to tackle the
learning are better than others in resulting in a good
learning outcome, and that they therefore should be
encouraged. The data, underlying these results, are
collected through interviews with third and fourth year
students in two countries, and are further analyzed,
using a phenomenographic research approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Perrenet:2006:LAS,
author = "Jacob Perrenet and Eric Kaasenbrood",
title = "Levels of abstraction in students' understanding of
the concept of algorithm: the qualitative perspective",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "270--274",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140196",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In a former, mainly quantitative, study we defined
four levels of abstraction in Computer Science
students' thinking about the concept of algorithm. We
constructed a list of questions about algorithms to
measure the answering level as an indication for the
thinking level. The answering level generally increased
between successive year groups of Bachelor students as
well as within year groups during the year, mainly from
the second to the third level. The reliability of the
instrument appeared to be good, but the validity
remained unclear. In this current study, more
qualitative methods are used to investigate the
validity; the results indicate that the validity is
good too. The study uses a theoretical perspective from
Mathematics Education research and points at the
fruitfulness of combining quantitative methods with
qualitative methods.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hughes:2006:ACS,
author = "Janet Hughes and D. Ramanee Peiris",
title = "{ASSISTing CS1} students to learn: learning approaches
and object-oriented programming",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "275--279",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140197",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Identifying and managing students who experience
difficulty with learning to program is a challenge for
CS educators. In an attempt to answer the familiar
question ``What makes for success in CS1?'' we have
investigated student approaches to learning using the
ASSIST measure of learning approach. This measure
considers three dimensions related to studying --- deep
(related to meaning), surface (reproducing) and
strategic (achieving).Two cohorts of CS1 students
completed an online ASSIST questionnaire midway through
their first semester. Their three ASSIST scores were
analysed together with their CS1 performance. The
strongest relationships were a significant, negative
correlation between a surface approach to learning and
CS1 performance and a significant positive correlation
between a strategic approach to learning and CS1
performance. Participants were classified via a cluster
analysis according to the extent to which they showed
deep, strategic, and surface learning profiles. Members
of the cluster favouring a surface approach had the
poorest performances, whereas members of the cluster
favouring strategic or deep approaches rather than a
surface approach had the best performances.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Paterson:2006:DPE,
author = "James H. Paterson and John Haddow and Michael Nairn",
title = "A design patterns extension for the {BlueJ IDE}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "280--284",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140199",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Design patterns now have a strong influence on the
design and development of object oriented software. It
is therefore becoming increasingly important to teach
patterns. In this paper we describe a tool, in the form
of an extension to the BlueJ IDE, which has been
developed to encapsulate knowledge of patterns in the
IDE and to help students explore them and learn how to
make use of them. The extension adds the capability to
BlueJ to provide step-by-step construction of a
pattern-based solution to a programming problem. We
present technical details of the tool and describe an
example of its use.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boetje:2006:FAT,
author = "Jerry Boetje",
title = "Foundational actions: teaching software engineering
when time is tight",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "285--288",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140200",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Often Software Engineering courses approach educating
undergraduates in good processes and practices by using
a simulated product development environment, following
all of the steps for product development in a single
semester. Some also create multi-semester projects to
improve the student experience. We are in the group
using multi-semester projects, but our approach differs
in that we have only a single semester of project work
per team, focused on the core actions used in all
processes from waterfalls to XP. We call this
foundational actions. Using industrial tools,
processes, and evaluation methods, the students develop
and integrate components of a well-specified, but major
product. Emphasis is placed on teamwork, communication,
and ultimately, working production code created with
the foundational actions. The approach has also spun
off related independent study opportunities for
advanced students and even non-CS majors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hood:2006:TSP,
author = "Dennis J. Hood and Cynthia S. Hood",
title = "Teaching software project management using
simulations",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "289--293",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140201",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "It is increasingly recognized that project management
is an important aspect of the computing curriculum.
Since many students do not have project experience, it
is important to provide this in conjunction with
project management concepts. This paper describes our
experiences with various project simulations. In
particular, we developed a LEGO\reg{} bridge building
project to teach students how to measure progress and
manage change.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Petkovic:2006:TPS,
author = "Dragutin Petkovic and Gary Thompson and Rainer
Todtenhoefer",
title = "Teaching practical software engineering and global
software engineering: evaluation and comparison",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "294--298",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140202",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Changes and globalization of software (SW) development
urgently require new ways of teaching and training
students in practical and global SW engineering (SE).
In this paper we present the innovative methods and
experiences from several years of teaching practical
and global SW engineering at the Computer Science
Departments of San Francisco State University (SFSU),
USA in conjunction with the University of Applied
Sciences, Fulda University, Germany. We also provide
analysis and evaluation of class effectiveness based on
several assessment methods including extensive student
questionnaires, with our recommendations for teaching
such SE classes. Our approach was to combine and
synchronize class teaching about SW engineering methods
and processes with actual SW development work in a
setting designed to simulate a small SW company.
Students were divided in ``local'' groups of 4-6
members, each group forming small SW ``companies'' in
charge of developing a complete working WWW application
as a final class project. Several smaller groups of
students at SFSU were paired with groups of students at
Fulda University, whom they never met face to face, to
form ``global'' groups, thus simulating global SW
engineering in a realistic setting. Students developed
their final project incorporating five well-defined
milestones typical for full SW development lifecycle.
Instructors spent considerable time supervising and
interacting with student ``companies'' in the role of
company customers, CTO and VPs of engineering,
marketing and sales. All student groups (including
global ones) were able to produce impressive final
project applications and provided very positive
feedback for this class.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adams:2006:ATP,
author = "Elizabeth Adams and Doug Baldwin and Judith Bishop and
John English and Pamela Lawhead and Daniel Stevenson",
title = "Approaches to teaching the programming languages
course: a potpourri",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "299--300",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140204",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The release of Curriculum 2001 coupled with the
increasing importance of the World Wide Web and the
changes in pedagogy enabled by new technologies has
made the choices about what to teach in the programming
languages course and how to teach it more varied . Each
of the members of this panel approaches their version
of the course differently and will speak about their
vision of the course, their style, their techniques and
the materials they use. By sharing our versions of the
course and generating discussion, we hope to provide
others with additional ideas to consider including in
their courses and to gain inspiration for inclusions in
ours.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bergin:2006:FPC,
author = "Joe Bergin and Raymond Lister and Barbara Boucher
Owens and Myles McNally",
title = "The first programming course: ideas to end the
enrollment decline",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "301--302",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140206",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This panel will discuss ways to engage undergraduates
in computing and then to keep them as majors. A special
emphasis will be on attracting females to computing.
The panelists will discuss the relative strengths and
weaknesses of four environments especially designed for
the teaching of the first programming course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Joel:2006:LDW,
author = "William J. Joel",
title = "Living in a digital world: teaching computers and
society via literature",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "303--303",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140208",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "ACM Curriculum Guidelines recommend that a degree on
Computer Science include topics concerning the societal
and ethical impact of computer technologies. As an
alternative to traditional approaches to teaching these
concepts, a course was created based on selected
fictional narratives. A benefit of using fiction is
that it often reflects general societal views as
opposed to those of the technologically adept.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mano:2006:PWS,
author = "Meirav Mano and Bruria Haberman and Tammy Rosenthal",
title = "Promoting women in science and technology",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "304--304",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140209",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster presents our experience in implementing a
project for promoting women in science and technology.
The low number of women who opt for academic studies in
hi-tech areas, and who eventually choose a profession
in the field, is a common phenomenon. This phenomenon
has been observed in many institutes which offer
scientific and engineering study-programs. Table 1
presents the percentage of women in the study programs
offered by Holon Institute of Technology (HIT) in
2005.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Erlinger:2006:LEC,
author = "Michael Erlinger",
title = "Lab exercises for computer networking courses",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "305--305",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140210",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hielscher:2006:ALE,
author = "Michael Hielscher and Christian Wagenknecht",
title = "{AtoCC}: learning environment for teaching theory of
automata and formal languages",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "306--306",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140211",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The learning environment AtoCC is presented to be of
use in teaching abstract automata, formal languages,
and some of its applications in compiler construction.
From a teacher's perspective AtoCC aims to address a
broad range of different learning activities forcing
the students to actively interact with the subjects
being taught.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bergin:2006:KUD,
author = "Joe Bergin",
title = "{Karel} universe drag \& drop editor",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "307--307",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140212",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Karel Universe is a drag and drop editor integrated
with the Karel J Robot [1] simulator system. It is
intended for those students who wish to learn Java with
the absolute minimum of syntax. The editor permits the
student to create classes, objects, and programs by
dragging syntactically correct program fragments from
one pane to another. The resulting programs may be then
executed in the Karel J Robot simulator.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Quade:2006:DHS,
author = "Ann M. Quade",
title = "Developing a hybrid software engineering curse that
promotes project-based active learning",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "308--308",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140213",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Software engineering courses typically introduce
students to the fundamental principles used in this
disciple area and provide students with an opportunity
to demonstrate their understanding of these principles
through the development of a software product. This
session describes the author's experiences designing
and implementing a hybrid software engineering course
that incorporates elements from both traditional
classroom and online learning environments. The
classroom time saved by having students study and
complete materials online is used by the instructor
throughout the course to provide students with
additional electronic and face-to-face feedback. An
authentic business client, who provides students with
an actual project for use in software development
process, also participates in the course via the online
environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sudol:2006:TST,
author = "Leigh Ann Sudol and Kathryn Bambino",
title = "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",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "309--309",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140214",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Over the past decade, support groups and organizations
have become increasingly commonplace in universities
and schools. The poster will explore how these groups
can unintentionally serve as deterrents for girls
interested in pursuing CS.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Snapp:2006:PFA,
author = "Robert R. Snapp",
title = "A {Puzzles-First} approach to computer science",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "310--310",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140215",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Outcomes of a Puzzles-First computer science course,
offered each Fall semester from 2003 to 2005 at the
University of Vermont, indicate that this novel format,
which uses mathematical puzzles and games to illustrate
fundamental concepts, attracts both computer science
majors and non-majors, including a significant number
of females.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Impagliazzo:2006:CCG,
author = "John Impagliazzo",
title = "Computing curricula 2005: and guide",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "311--311",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140216",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster describes a progress to conclusion of the
Computing Curricula 2005 (CC2005) report. It
demonstrates the status of this work and highlights its
salient features. These features include the scope of
the computing areas of computer engineering, computer
science, information systems, information technology,
and software engineering. The poster illustrates the
commonalities and differences of these areas and shows
some of the outcome expectancies of the graduates from
these programs. It also demonstrates a new addition ---
a ``guide'' --- intended for distribution to high
schools throughout the United States and elsewhere.
Participants of the poster session would have the
opportunity to comment on this guide before it goes
public.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2006:TPI,
author = "Guido R{\"o}{\ss}ling",
title = "{Translator}: a package for internationalization for
{Java}-based applications and {GUIs}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "312--312",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140217",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Almstrum:2006:MTW,
author = "Vicki L. Almstrum and Mary Z. Last",
title = "Men are from toys: women are from tools",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "313--313",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140219",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster compares the hypothesized reasons for why
males choose computing versus why females choose
computing. Preliminary results of the analysis validate
research results from other gender studies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dairaine:2006:IRE,
author = "L. Dairaine and E. Exposito and G. Jourjon and P.
Casenove and F. Tan and E. Lochin",
title = "{IREEL}: remote experimentation with real protocols
and applications over emulated network",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "314--314",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140220",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Joyce:2006:ECP,
author = "Donald Joyce",
title = "Educating computing professionals at postgraduate
level",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "315--315",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140221",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this poster, we review experience gained and
lessons learned in offering two postgraduate programmes
(Master of Computing and Doctor of Computing) aimed at
educating computing professionals. Aspects addressed
include structure of the programmes, the use of group
assessment items, development of students' analysis and
communication skills, and assessment of doctoral
coursework.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Joel:2006:ECS,
author = "William J. Joel",
title = "Engaging computer science education",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "316--316",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140222",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "One of the meanings of the term 'engage' is ``to win
over, or to attract.'' Isn't that what we, as computer
science educators, attempt to do each and every day of
our teaching lives? We stand in front of, or among, a
group of students, ready to convey to them our love of
our chosen discipline, in the hopes that they will come
to enjoy it as much as we do. Still, just the term
computer science can bring visions of mathematical
nightmares to the average student. Of course, we know
better. We can see that much of what we do, as computer
scientists, is both an art as well as a science. The
question arises then as to how we can convey this
synergy between the two sides of computer science to
our students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moses:2006:APA,
author = "Louise Moses",
title = "Animation programming: an alternative approach to
{CS1}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "317--317",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140223",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The current problem faced by many computing
departments is that only those already self-selected
into computing sign up for ``CS121 Programming and
Problem Solving I'', or the similarly named and
presented first course. An Animation Programming course
using ActionScript 2.0 (as found in Flash MX 2004 or
Flash 8) will provide a high quality object oriented
language and will have enormous student appeal.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bures:2006:STB,
author = "Vladim{\'\i}r Bures",
title = "Systems thinking as a basis for ambient intelligence",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "318--318",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140224",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Recently, ambient intelligence as a vision of
information society of the future has become the
challenge for many theorists and practitioners.
Fulfilment of this vision should begin, among others,
with adjustment of contemporary ways of education of
future managers, who will be a significant part of such
society. Since computer science and related disciplines
have originated in systems movement, systems thinking
seems to be a good starting point that already brings
satisfying results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lindqvist:2006:VOT,
author = "Janne Lindqvist and Sanna Liimatainen",
title = "{VERKKOKE}: online teaching environment for
telecommunications software and routing",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "319--319",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140225",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "At Helsinki University of Technology, in
Telecommunications Software and Multimedia Laboratory
we give a course titled ``Computer Networks''. One of
the learning objectives of the course is network
programming and routing. Our philosophy of teaching is
``learning by doing'', which means in practice that one
of the requirements for passing the course is a
programming assignment. The programming assignment
introduces the student to socket programming and gives
the student the possibility to practice implementing
simplified routing protocols. The solutions to the
programming assignments have previously been
demonstrated to assistants and the reports were
submitted as paper printouts and all students have done
the same assignment. The students have complained that
the submission method is out-of-date and inappropriate
for a course about computer networks since the course
curriculum includes many examples of applications that
could be used to submit the assignments over the
Internet. To answer the above requirements and to
reduce the work load of the course personnel without
hindering the students learning process, we are
implementing an online learning environment for the
Computer Networks course. This system creates and sends
individual assignments for students, accepts solution
submissions via the Internet, and, finally, checks them
automatically. The system also notifies the students of
possible mistakes in their solutions. This way, the
students can learn from their mistakes and fix them and
resubmit the corrected solutions. The goal of the
implementation is that the teacher only needs to start
the system when the course begins and verify the
assignment results when students have finished their
work. We can achieve multiple learning objectives
simultaneously with this online learning system. The
students learn how to implement simple user
authentication, how to implement real working network
programs for the Internet with different application
programming interfaces (APIs), and learn how to apply
the routing theory into practice. The submission using
the Internet frees students from the boundaries of time
and place since course assignments can be solved when
and where students want to do them. Automatic
correction gives fast feedback and allows students to
learn from their own mistakes because they can still
remember what they have done. The course provides a
server and students implement corresponding client
software to contact the server. In this phase of the
assignment, students rehearse their knowledge of
concurrent network programming. The server emulates a
network that has several routers. A student's client
represents one router whose routing table is calculated
on the basis of the information sent by the server. The
server can send routing data that is based on
simplified versions of routing protocols such as
distance vector or link state protocols. In other
words, the second phase of the assignment is for
learning routing in an internetwork. We believe that
our system will have strong positive impact on learning
results. Routing is one of the most difficult concepts
related to computer networks. Theoretical studying
alone does not help to understand the real practical
problems. In addition, our system allows combining
theory and practicalities since theory presented in the
course lectures can be immediately applied in students'
own work in a very concrete way.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Winters:2006:CAA,
author = "Titus Winters and Tom Payne",
title = "Computer aided assessment with human oversight",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "320--320",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140226",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2006:AAT,
author = "Robert D. Campbell and Elizabeth K. Hawthorne and Karl
J. Klee",
title = "Activities of the {ACM} two-year college education
committee",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "321--321",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140227",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster presentation showcases the accomplishments
of the Two-Year College Education Committee (TYCEC),
highlights the 2005 --- 2006 curricular activities, and
illustrates a typical two-year college education model
in North America.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ellis:2006:UIB,
author = "Heidi J. C. Ellis",
title = "Undergraduate involvement in bioinformatics research:
lessons from the {CONNJUR} project",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "322--322",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140228",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The benefits of individual undergraduate research
projects to students include preparation for graduate
work, enrichment of the academic experience, honing of
problem-solving skills and more. However, the
involvement of undergraduates in on-going
multi-institution research projects presents a unique
set of challenges. This poster describes the issues
resulting from the involvement of undergraduates in a
bioinformatics research project in the area of Nuclear
Magnetic Resonance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Russell:2006:TAT,
author = "Ingrid Russell and Zdravko Markov and Todd Neller",
title = "Teaching {AI} through machine learning projects",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "323--323",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140230",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An introductory Artificial Intelligence (AI) course
provides students with basic knowledge of the theory
and practice of AI as a discipline concerned with the
methodology and technology for solving problems that
are difficult to solve by other means. It is generally
recognized that an introductory Artificial Intelligence
course is challenging to teach. This is, in part, due
to the diverse and seemingly disconnected core AI
topics that are typically covered. Recently, work has
been done to address the diversity of topics covered in
the course and to create a theme-based approach.
Russell and Norvig present an agent-centered approach
[9]. Others have been working to integrate Robotics
into the AI course [1, 2, 3].We present work on a
project funded by the National Science Foundation with
a goal of unifying the artificial intelligence course
around the theme of machine learning. This involves the
development and testing of an adaptable framework for
the presentation of core AI topics that emphasizes the
relationship between AI and computer science. Machine
learning is inherently connected with the AI core
topics and provides methodology and technology to
enhance real-world applications within many of these
topics. Machine learning also provides a bridge between
AI technology and modern software engineering. In his
article, Mitchell discusses the increasingly important
role that machine learning plays in the software world
and identifies three important areas: data mining,
difficult-to-program applications, and customized
software applications [6].We have developed a suite of
adaptable, hands-on laboratory projects that can be
closely integrated into the introductory AI course.
Each project involves the design and implementation of
a learning system which will enhance a particular
commonly-deployed application. The goal is to enhance
the student learning experience in the introductory
artificial intelligence course by (1) introducing
machine learning elements into the AI course, (2)
implementing a set of unifying machine learning
laboratory projects to tie together the core AI topics,
and (3) developing, applying, and testing an adaptable
framework for the presentation of core AI topics which
emphasizes the important relationship between AI and
computer science in general, and software development
in particular. Details on this project as well as
samples of course materials developed are published in
[4, 5, 7, 8] and are available at the project website
at http://uhaweb.hartford.edu/compsci/ccli. We present
an overview of our work along with a detailed
presentation of one of these projects and how it meets
our goals. The project involves the development of a
learning system for web document classification.
Students investigate the process of classifying
hypertext documents, called tagging, and apply machine
learning techniques and data mining tools for automatic
tagging. Our experiences using the projects are also
presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Keenan:2006:LPP,
author = "Frank Keenan and Sarah Powell and Gerry Coleman and
Kevin McDaid",
title = "Learning project planning the agile way",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "324--324",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140231",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Teaching and learning software project management
concepts using traditional plan-driven approaches to
software development can be difficult. It is often
necessary to define a waterfall style plan and follow
this throughout a full development project. Students
rarely have an opportunity to practice management
activities. However, with agile approaches to software
development the expectation is that a project plan will
evolve, in response to change, while development
progresses. This poster presents an overview of the
Extreme Programming (XP) approach to project planning
and observations and feedback from a project conducted
by degree students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gal-Ezer:2006:ACR,
author = "Judith Gal-Ezer and Mark Trakhtenbrot",
title = "Algebraic characterization of regular languages: how
to cope with all these equivalences?",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "325--325",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140232",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rauchas:2006:EPP,
author = "Sarah Rauchas and Ian Sanders and Benjamin Kumwenda",
title = "The effect of prior programming experience in a
{Scheme}-based breadth-first curriculum at {Wits}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "326--326",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140233",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In 1999 the School of Computer Science at The
University of Witwatersrand (Wits) revised its
curriculum to address a number of problems [2]. One of
the problems was the increasing gap between students
with regard to their prior programming experience. Many
of our students, who attend the wealthier
schools---formerly schools catering for white
scholars---study Computer Studies at High School and
come to university as quite experienced Pascal
programmers. Other students---typically black students
from the poorer areas---have no programming experience.
While the emphasis of our first year course is not on
programming, we do use a programming language as a
vehicle to illustrate concepts, so students must
acquire some programming skill during the course. This
means that many of our students need to master
programming as well as coming to terms with other parts
of the course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2006:SWP,
author = "Lillian N. Cassel and Edward A. Fox",
title = "Sharing the wealth: publishing electronic resources",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "327--327",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140234",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster describes the publication of educational
resources in ACM's online Journal for Educational
Resources in Computing (JERIC) and the US National
Science Foundation's National STEM Digital Library
(NSDL).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Amzad:2006:MBP,
author = "Imtiaz Amzad and Arturo Jose Ortiz",
title = "Model based project centered team learning",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "328--328",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140235",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe a model to support the
non-technical aspects of team development. This model
has been derived from studies of student team work at
Pace University and through a number of student
surveys. The model provides a framework to assess team
practices and subsequently guide team members through
material specific to their learning needs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chen:2006:WDB,
author = "Tzu-Yi Chen and Gary Lewandowski and Robert McCartney
and Kate Sanders and Beth Simon",
title = "What do beginning students know, and what can they
do?",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "329--329",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140236",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We are studying what students know about computer
science-related topics before they take formal
coursework at the university level. Preliminary results
suggest that entering students have a fairly
sophisticated understanding of algorithms. We are
exploring other central computing topics for similar
shared commonsense understanding.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Schreyer:2006:FAM,
author = "Boguslaw Schreyer and Wojciech Wawrzynski",
title = "Finite automata models for {CS} problem with binary
semaphore",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "330--330",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140237",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A non-deterministic finite automata (NFA) application
to a critical section (CS) problem modeling is
investigated. A traditional approach to an analysis and
design includes the C- like pseudo codes. This is also
an educational method popular in the vast majority of
texts. However, a finite automata approach offers
simplicity and visualization of synchronization
mechanisms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bianco:2006:PGA,
author = "Giovanni M. Bianco and Ignazio Locatelli",
title = "{PlayToLearn}: a game adventure in the realm of {Si
Piuh}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "331--331",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140238",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hislop:2006:SSE,
author = "Gregory W. Hislop and Thomas B. Hilburn and Michael J.
Lutz and Mark J. Sebern",
title = "Sharing software engineering curriculum materials",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "332--332",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140239",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster presents results of the SWENET project, an
NSF funded project to produce and organize high-quality
materials supporting software engineering education.
These materials support faculty members delivering
software engineering degrees and also individual
software engineering courses or modules in other
computing degrees. The poster summarizes the SWENET
efforts, addresses future directions in developing
shared course materials, and explains how faculty
members can make use of the existing material.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Costa:2006:RHF,
author = "Monica I. Costa and Carmem Tavares and Jo{\~a}o
Barroso and Salviano Soares",
title = "Reconstructed high frame rate sequences quality
measurement tool",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "333--333",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140241",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we presented an application developed
to measure the quality of a set of reconstructed high
frame rate sequences. The main goal of the developed
application is to allow the simultaneous visualization
of both original and reconstructed sequences and
measure the quality of the reconstructed frames.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davies:2006:UCO,
author = "Gordon Davies and Lillian N. Cassel and Heikki Topi",
title = "Using a computing ontology for educational purposes",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "334--334",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140242",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The poster session will describe the development of an
ontology of computing and suggest questions to be
answered by use of the ontology.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Holt:2006:IPF,
author = "Alexander Holt and Sarah Rauchas and Ian Sanders",
title = "Introducing {Python} into the first year curriculum at
{Wits}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "335--335",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140243",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Since 1999 the School of Computer Science (CS) at the
University of Witwatersrand (Wits) has been using
Scheme as the first programming language our students
encounter [2]. We chose Scheme because it is a language
unfamiliar to most of the first year students, so that
the students with imperative programming experience
from school would not have an advantage over those who
did not. Also, it has a simple syntax which we felt
that students without prior programming experience
could easily learn. Finally, the functional paradigm
allows a more direct mapping of mathematical concepts
to programs, which fits with the mathematical emphasis
in our curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pargas:2006:TTP,
author = "Roy Pargas",
title = "A targeted tablet {PC} software development course",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "336--336",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140244",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{English:2006:CAA,
author = "John English",
title = "The checkpoint automated assessment system",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "337--337",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140245",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This presentation describes Checkpoint, an integrated
automated assessment system. The system manages both
homework assignments and formal examinations based on a
range of different question types, including questions
requiring free-text answers. It supports an interactive
authoring facility and provides a wide range of
management and auditing facilities. It is currently
being piloted with a cohort of 159 students on two
first-year Java programming modules at the author's
institution.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Klimes:2006:FCS,
author = "Cyril Klimes and Hashim Habiballa",
title = "Flexible computer science university studies",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "338--338",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140246",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The article presents real experience with integration
of ``Bologna declaration'' into study programs in the
field of computer science on University of Ostrava. The
designed model inheres not only professional CS studies
but also teacher studies at all levels of university
studies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Assuncao:2006:TWS,
author = "Lu{\'\i}s Assun{\c{c}}{\~a}o and Ant{\'o}nio Lu{\'\i}s
Os{\'o}rio",
title = "Teaching {Web} services using {.NET} platform",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "339--339",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140247",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Teaching Web Services concepts, standards and
technologies is a difficult and a long process if we
have not chosen the right tools [1]. Nowadays there are
several open source tools and platforms, but some of
them are not suitable to teach. This poster describes
our experience by using Microsoft .NET platform and
Visual Studio .NET with Web Services Enhancements (WSE)
to teach basic Web Services concepts and related
technologies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Godejord:2006:ETM,
author = "Per Arne Godejord",
title = "Exploring teacher methodology: using the example of
sexual abuse of children as a way of teaching social
informatics",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "340--340",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140248",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a unique, educational project
that was implemented in the undergraduate study of
Computer Science in 2002. Nesna University College has
been using the example of sexual abuse of children in
case study teaching in Social Informatics. The Computer
Science education at Nesna University College is the
only Computer Science education in the world which has
sexual abuse of children as the main topic on the
Computer Science curriculum. This exceptional
cooperation between Nesna University College, Save the
Children Norway and the Norwegian police makes the
project not only unique, but might also be a major
factor in both the willingness of students to learn
Social Informatics and their skills in the various
topics of Social Informatics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Urquiza-Fuentes:2006:VST,
author = "Jaime Urquiza-Fuentes and Micael Gallego-Carrillo and
Francisco Gort{\'a}zar-Bellas and J. {\'A}ngel
Vel{\'a}zquez-Iturbide",
title = "Visualizing the symbol table",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "341--341",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140249",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hislop:2006:RDC,
author = "Gregory W. Hislop and Heidi J. C. Ellis",
title = "Retention of distance and on-campus students in a
graduate computer science degree program",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "342--342",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140250",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This poster presents the results of a comparison of
retention rates for students in a Masters of Computer
Science degree program located in the United States.
This study is unusual in that it compares retention for
an entire degree program where the same program is
offered in both distance education and traditional
on-campus formats.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boyle:2006:WDY,
author = "Roger Boyle and Joanna Briggs",
title = "What don't you know?",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "343--343",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140252",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this note, we describe a way of reminding students
that they don't know everything, and that graduates
from other institutions will have a different academic
make-up. As a consequence, they will acquire some
understanding of the limits of their knowledge, and an
acquaintance by name with the broad topic areas in
which their understanding is low or zero.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sher:2006:MDS,
author = "David B. Sher",
title = "Motivating data structures with caching {Internet}
stock data",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "344--344",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140253",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Caching internet data is an application that
illustrates data structure speed. I have developed a
sequence of assignments for teaching about lists, hash
tables and trees using caches for internet sourced
stock prices.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nau:2006:RN,
author = "Richard W. Nau",
title = "A random number",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "345--345",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140254",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This pedagogical tip presents a physical means for
generating a random number --- that turns out to be not
so random after all.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bibby:2006:GFN,
author = "Pete Bibby",
title = "Getting feedback: no pressure!",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "346--346",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140255",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A simple technique for eliciting primary and secondary
feedback from programming students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Snapp:2006:TGA,
author = "Robert R. Snapp",
title = "Teaching graph algorithms in a corn maze",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "347--347",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140256",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This teaching tip illustrates how a field trip to a
corn maze can be used to introduce graph algorithms to
beginning computer science students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Crescenzi:2006:ACJ,
author = "Pilu Crescenzi and Michele Loreti and Rosario
Pugliese",
title = "Assessing {CS1} {Java} skills: a three-year
experience",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "348--348",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140257",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe the approach that has been followed by the
authors while teaching the CS1 laboratory course on
Java programming at the University of Florence. In
particular, we focus on the assessment method that has
been utilized: by making use of specific software
developed by the teachers themselves, the method
allowed them to automatically obtain a preliminary
evaluation of the students' performance, which could
subsequently be analyzed and modified after a manual
exploration of the students' work.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ellis:2006:SGA,
author = "Heidi J. C. Ellis",
title = "Self-grading: an approach to supporting self-directed
learning",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "349--349",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140258",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Most graduate students and even upper-level
undergraduates desire to maximize control of their
learning experience. One approach to supporting
self-directed learning is to allow students to control
course particulars such as assignments and due dates.
This presentation describes an approach that allows
students to define their own grading rubric for a
semester-long software project and then to self-assess
their grade on the project according to the rubric. The
approach has been employed successfully in a graduate
web application design and development course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Joyce:2006:RAA,
author = "Donald Joyce",
title = "Raising awareness about academic integrity",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "350--350",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140259",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper discusses how academics can promote
academic integrity in an environment where students are
able to call on an enormous range of electronic
resources when completing work for assessment. It
argues that educational institutions must adopt
comprehensive policies in order to ensure that students
understand the importance of acknowledging sources and
acquire the necessary skills to do so. Equally
important are using ``traditional'' and electronic
methods to detect breaches of academic integrity and
responding consistently and fairly when students
transgress.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Motil:2006:SS,
author = "John Motil",
title = "Surprise snippets",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "351--351",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140260",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This presentation describes various programming
surprises created to motivate students to
experimentation and discovery by appealing to their
curiosity.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tront:2006:WTC,
author = "Joseph G. Tront and Vinod Eligeti and Jane C. Prey",
title = "{WriteOn}: a tool for classroom presentations on
tablet {PCs}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "352--352",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140262",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this talk we describe a new software package called
WriteOn. By using this software on a tablet PC,
instructors can significantly improve their classroom
presentations and demonstrations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ibbett:2006:CAS,
author = "Roland N. Ibbett and J. C. {Diaz y Carballo} and D. A.
W. Dolman",
title = "Computer architecture simulation models",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "353--353",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140263",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Simulation models of a variety of computer
architectures have been created using HASE, a
Hierarchical Computer Architecture design and
Simulation Environment. Some of these models were
previously available as applets but using the models
directly in a new version of HASE, itself now available
for downloading, has proved more satisfactory.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gaspar:2006:SUO,
author = "Alessio Gaspar and Clark Godwin and Joe Stanaback",
title = "{SOFTICE} undergraduate operating systems
laboratories",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "354--354",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140264",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henriksen:2006:GD,
author = "Poul Henriksen",
title = "{Greenfoot} demonstration",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "355--355",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140265",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "While the introduction of object-oriented programming
slowly moves down the age groups --- starting from
advanced university courses, to introductory courses,
and now into high schools --- many attempts are being
made to make object-oriented programming introduction
less abstract and theoretical. Visualisation and
interaction techniques are being applied in an attempt
to give students engaging and concrete experiences with
objects. Recently, the Greenfoot [1],[2] environment
has been proposed as another step in this development.
Greenfoot is a programming environment and framework
for introductory programming education. This
demonstration will show what Greenfoot is and how it
can be used.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cross:2006:JLI,
author = "James H. {Cross II} and T. Dean Hendrix",
title = "{jGRASP}: a lightweight {IDE} with dynamic object
viewers for {CS1} and {CS2}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "356--356",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140266",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The jGRASP IDE provides new object viewers that
automatically generate dynamic, state-based
visualizations of objects and primitive variables in
Java. Multiple synchronized visualizations of an
object, including complex data structures, are
immediately available to users from the jGRASP debugger
window or object workbench. Initial classroom use has
demonstrated the object viewers' potential as an aid to
student learning, while future research will explore
their utility through controlled experiments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bruce-Lockhart:2006:IEE,
author = "Michael Bruce-Lockhart and Theodore S. Norvell",
title = "Interactive embedded examples: a demonstration",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "357--357",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140267",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A demonstration of the integration of a program
animation tool into a set of web based notes used by
instructors for lecturing and students for studying.
Standard, conventionally prepared C++ and Java examples
are dynamically incorporated into the class notes and
can be interactively run in the animation tool directly
from within the notes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Griswold:2006:UPF,
author = "William G. Griswold and Beth Simon",
title = "Ubiquitous presenter: fast, scalable active learning
for the whole classroom",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "358--358",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140268",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this demonstration participants will experience the
potential for fast, scalable active learning in the
classroom using standard web technology. Ubiquitous
Presenter (UP) enables students with web-enabled
devices (computers, laptops, Tablet PCs, cell phones,
PDAs, etc.) to interact in (or outside) class in a
range of manners and through a modality of their
choosing [2,3]. Their input (via a web browser) is
immediately and anonymously transmitted to the
instructor machine, where it can be reviewed and
selected for display to the class via digital
projector. The instructor, using a Tablet PC, can
additionally comment on, augment, or correct student
input real time in class. These activities, along with
instructor designed lecture slides and in-class ink are
automatically archived on a web server for review after
class by both instructors and students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wise:2006:GJD,
author = "Jon Wise",
title = "{GoJava}: a {Java} development tool for beginners",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "359--359",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140269",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This is an abstract supporting a demonstration of
software developed to help the teaching of Java
programming to students without prior experience of
computer programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rodger:2006:LAF,
author = "Susan Rodger",
title = "Learning automata and formal languages interactively
with {JFLAP}",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "360--360",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140270",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Baldwin:2006:WPF,
author = "Jacqueline Baldwin and Eileen Crupi and Tabitha
Estrellado",
title = "{WeBWorK} for programming fundamentals",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "361--361",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140272",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "WeBWorK is a web-based assessment tool developed at
the University of Rochester to generate, deliver, and
automatically grade homework problems and distribute
their solutions. Sharing the market with similar
systems, WeBWorK differs in that it is free and
open-source. It provides an advanced processing of
mathematical formulae and a high-level of problem
randomization. Although it was used initially used in
mathematics and physics, we are working on extending
and adapting WeBWorK for programming fundamentals and
computer science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bozic:2006:AFS,
author = "Vladan Bozic",
title = "Application of finite state automata to the bakery
algorithm in critical section modeling",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "362--362",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140273",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Bakery Algorithm (BA), developed by Dr. Leslie
Lamport [1], is utilized as a method to a critical
section (CS) problem modeling. A common solution to a
CS problem in Operating Systems (OS) must satisfy the
three requirements: (1) mutual exclusion; (2) progress;
and (3) bounded waiting. The property of BA that is
most important for this investigation is that it solves
the mutual exclusion problem, while satisfying the
requirements of CS. The system consisting of two
processes is investigated. The proposed computational
model may be extended to any number of processes. By
offering clarity to the CS problem, this model may be
used in OS design due to its simplistic computational
structure, as well as it could be applied to teaching
Operating Systems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ekman:2006:WBI,
author = "Josephine Ekman",
title = "A {Web}-based information centre to provide help,
guidance and support for students",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "363--364",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140274",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Researchers have explored ways of improving the
educational system through interactive online learning,
with the added bonus of saving time, space and cost.
More and more universities are implementing a variety
of systems from personal websites, video streaming of
lectures, to online tutorials. As technology advances
so does the desire to expand the online learning
experience through a more interactive, centralized and
personal learning environment targeted at providing
support and guidance to students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Byrnes:2006:TCE,
author = "Jessica Byrnes and Thomas Huffner and Todd McNeal and
Lauren Pisciotta and Zackary Zweber",
title = "Technological confidence at an early age",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "365--365",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140275",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "How can experience with technology aid younger
students in future higher education and careers? A team
of five Villanova University students is collaborating
with the eighth grade teachers at the Julia de Burgos
Bilingual Elementary school in North Philadelphia to
assist eighth grade students in developing
interdisciplinary exit projects mandated by the city
for graduation and progression to high school. The
collaboration is part of an eight-year effort to assist
in providing meaningful experiences with technology for
a school serving an economically deprived neighborhood.
It has grown out of a module on equity in access to
technology in the course on ethical issues in computer
science required of undergraduate majors in the
discipline.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fatima:2006:AGP,
author = "Tazeen Fatima and Jonathan Marra and Ronald Realubit
and Georgiy Schegolev and Katherine G. Herbert",
title = "Automated gene processing and exon sequence
retrieval",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "366--366",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140276",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Markov:2006:IWD,
author = "Zdravko Markov and Ingrid Russell",
title = "An introduction to the {WEKA} data mining system",
journal = j-SIGCSE,
volume = "38",
number = "3",
pages = "367--368",
month = sep,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1140123.1140127",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:28 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This is a proposal for a half day tutorial on Weka, an
open source Data Mining software package written in
Java and available from
www.cs.waikato.ac.nz/~ml/weka/index.html. The goal of
the tutorial is to introduce faculty to the package and
to the pedagogical possibilities for its use in the
undergraduate computer science and engineering
curricula. The Weka system provides a rich set of
powerful Machine Learning algorithms for Data Mining
tasks, some not found in commercial data mining
systems. These include basic statistics and
visualization tools, as well as tools for
pre-processing, classification, and clustering, all
available through an easy to use graphical user
interface.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bilal:2006:RBN,
author = "Sara Saeed Bilal and Habib {Al Mutawa} and Fatma
Hassan {Al Amir} and C. Dianne Martin",
title = "Reflections on being a new female {IT} professional in
the {UAE}",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "6--6",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189138",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#BilalMAM06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "In the June issue of inroads, two students from Zayed
University, Sara Saeed Bilal and Fatma Hassan Al Amir,
wrote about their ideas on what they thought it would
be like to be an IT professional in the United Arab
Emirates and what ethical and cultural issues they
might have to address. Since that time they have both
had the opportunity to do a ten-week internship in a
working environment in the UAE. They now reflect on
their work experience as female IT professionals in the
UAE.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gotterbarn:2006:VFP,
author = "Don Gotterbarn",
title = "{E}-voting: a failure of professionalism?",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "7--8",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189140",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Gotterbarn06a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "It is generally foolish to predict the future but in
this case the odds are with me. This article was
written in July 2006 but it will be early December 2006
before it is in print. In the USA a 'mid-term election'
was completed in November (three months after this
article was written) and I presume most of the recounts
from that election should be over by now.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2006:GDN,
author = "Tony Clear",
title = "{Google\TM} --- ``do no evil'': yeah right!",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "8--10",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189142",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Clear06a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "I suppose any company with a motto of ``do no evil'',
sets a pretty unachievable standard. But for
``Google\TM{} the good'', the corporate image is
rapidly becoming more tarnished. Quite apart from the
controversial debates about supporting censorship in
China, we are seeing the increasing tensions between
Google as the liberal promoter of scientific
neutrality, and Google as the global, corporate
juggernaut. What is becoming apparent is the need for
online search engines to adopt a moral and ethical code
relating to the use of information as both a raw
material and a fertile mine collated from other
sources.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gorgone:2006:MLA,
author = "John T. Gorgone",
title = "{Masters} level accreditation for information
systems",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "10--11",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189144",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Gorgone06a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Is there a need to accredit graduate level programs in
information systems and technology? The Association for
Information Systems (AIS) seems to think so as it has
expressed an interest in pursuing masters' level
accreditation for information systems programs globally
in the very near future. There is considerable value
for AIS in taking this bold initiative. They currently
participate in undergraduate computing accreditation
through ABET via their membership and financial support
of CSAB (AIS+ACM+IEEE-CS). Also, AIS is familiar with
graduate level accreditation because of their
involvement with AACSB International which accredits
programs in the school of business at all levels.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2006:ORF,
author = "Raymond Lister",
title = "One room, four meetings",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "11--13",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189146",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Lister06a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Over the last couple of years, I have attended regular
meetings with a group of colleagues who share my
interest in computer education. After two years, I've
realized that my colleagues and I are all in the same
room, at the same time, but there are four different
meetings going on at once. Only one of the meetings is
about education research. As an education researcher, I
often find the other meetings frustrating, but I have
also come to see that there are positives to all four
types of meetings. Each meeting has its weaknesses,
including the research meeting, and these respective
weaknesses are ameliorated by the other meeting
types.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2006:TSF,
author = "Henry MacKay Walker",
title = "Thoughts on student feedback to help teaching",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "13--14",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189148",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Walker06a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Most teachers have great interest in improving their
courses, their interactions with students, and other
components of the teaching and learning process.
Although some student feedback can come from
school-wide end-of-course evaluations, these typically
focus on assessment for contracting, merit pay, and
promotion, rather than on improvement. Thus, many
school-wide evaluations contain general feedback that
may provide little real insight. In some cases, the
questions seem remarkably generic:The instructor is
breathing:a. all of the time,b. some of the time,c.
none of the time.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2006:ADT,
author = "Robert D. Campbell",
title = "Associate-degree transfer curriculum in computer
engineering",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "15--15",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189150",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Campbell06a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Computer Engineering (CE) curricula guidelines for
undergraduate baccalaureate-degree programs were
finalized and approved in 2004, published under the
title Curriculum Guidelines for Undergraduate Degree
Programs in Computer Engineering. That work was the
result of a joint task force of the ACM and IEEE-CS.
The baccalaureate report, together with accompanying
materials, appear at
http://www.computer.org/education/.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gal-Ezer:2006:OUI,
author = "Judith Gal-Ezer",
title = "The {Open University of Israel}: a distance education
institution",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "16--17",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189152",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Gal-Ezer06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "John Impagliazzo, editor of inroads, asked me to take
over the Distance Learning column. Let me first thank
Gordon Davies who was responsible for this column for
the past few years. Gordon did a great job and I will
have to work hard to follow him and make the column as
interesting and appealing as he did.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Turner:2006:WI,
author = "A. Joe Turner",
title = "What is {IFIP}?",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "17--18",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189154",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Turner06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "I serve as ACM's representative to Technical Committee
3 (TC3) of IFIP, the International Federation for
Information Processing. TC3 is concerned with education
relative to computing, and ACM's representative to TC3
is supported by SIGCSE. SIGCSE Chair Henry Walker has
suggested that as one step in fostering mutually
beneficial activities between SIGCSE and TC3, it would
be beneficial to include some information in Inroads
about IFIP and its TC3. This column is the first of a
series that is intended to acquaint SIGCSE members with
IFIP and TC3, and we begin with an overview of IFIP.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kaczmarczyk:2006:UCM,
author = "Lisa C. Kaczmarczyk",
title = "The ubiquity of computing may be education's biggest
challenge",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "18--19",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189156",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Kaczmarczyk06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Coming up with creative ideas is like making coffee
the old fashioned way. Accumulate information (acquire
coffee grounds and water), give it mental space (put
them in the pot, turn on stove and walk away), and
ideas percolate to the surface (delicious brew is ready
when the brown bubbles bounce around vigorously under
the little glass lid). Sometimes the coffee is awful.
But sometimes it is sublime. I won't know until I sip
it.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2006:PTD,
author = "Peter B. Henderson and Rachelle DeCoste and Kevin L.
Huggins",
title = "Preparing to teach discrete math for the first time",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "20--21",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189158",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#HendersonDH06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Do you recall the first time you taught a discrete
mathematics course, if ever? What were your goals for
the course? Your thought processes preparing? How did
you prepare to teach it the first time? As educators,
there is always that first time teaching a new course.
To capture this scenario I have enlisted the services
of two professors at the United States Military Academy
at West Point, Rachelle DeCoste and Kevin L. Huggins,
who will each be teaching, for the first time, a
section of discrete mathematics for cadets majoring in
computer science. This is the first of two columns they
will be contributing --- before and after.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2006:HS,
author = "David Ginat",
title = "Hidden squares",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "22--23",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189160",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Ginat06a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "The current issue's new challenge involves lines of
sight and objects (squares) in the plane. One may get
the impression that Computational Geometry familiarity
is required. However, this is not the case. The
presented task involves very basic domain knowledge,
and the main theme is problem solving through suitable
insight.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McConnell:2006:ACLb,
author = "Jeffrey J. McConnell",
title = "Active and cooperative learning: final tips and tricks
(part {IV})",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "25--28",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189162",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Active and cooperative learning can energize the
instructor, students, and the classroom. This fourth
and final article in a series on active and cooperative
learning discusses the design and evaluation of
classroom exercises. Additional suggestions to manage
an active and cooperative learning environment are
discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McConnell:2006:ACLd,
author = "Jeffrey J. McConnell",
title = "Active and cooperative learning: final tips and tricks
(part {IV})",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "25--28",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189162",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#McConnell06a;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chewar:2006:APP,
author = "Christa M. Chewar and Kevin L. Huggins and Jean R. S.
Blair",
title = "Avoiding the pratfalls of program assessment",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "29--33",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189163",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#ChewarHB06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Most agree that assessment is an important step in
improving an academic program. However, implementation
often falls short of expectations due to common
missteps. In this paper, we identify and discuss common
program assessment pratfalls. We also describe the
assessment program and the manner in which we have
taken steps to avoid each of these pratfalls.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Frandsen:2006:SCM,
author = "Gudmund Skovbjerg Frandsen and Michael I.
Schwartzbach",
title = "A singular choice for multiple choice",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "34--38",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189164",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#FrandsenS06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "How should multiple choice tests be scored and graded,
in particular when students are allowed to check
several boxes to convey partial knowledge? Many
strategies may seem reasonable, but we demonstrate that
five self-evident axioms are sufficient to determine
completely the correct strategy. We also discuss how to
measure robustness of the obtained grades. Our results
have practical advantages and also suggest criteria for
designing multiple choice questions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Armoni:2006:RPC,
author = "Michal Armoni",
title = "On the role of proofs in a course on design and
analysis of algorithms",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "39--42",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189165",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Armoni06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "This paper discusses the role of proofs in a course on
design and analysis of algorithms. It argues that
correctness proofs should always be considered as an
integral part of algorithmic solutions, which should
otherwise be considered as incomplete. Proofs and proof
strategies should be emphasized in such a course, and
active proof production should be required of students.
Such an emphasis can improve mathematical as well as
algorithmic skills, and can demonstrate the important
and unique role of mathematics within computer
science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stone:2006:UML,
author = "Jeffrey A. Stone",
title = "Using a machine language simulator to teach {CS1}
concepts",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "43--45",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189166",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Stone06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "The use of computer architecture simulators has become
common practice in courses designed to teach computer
organization. However, little research has been done to
test the effectiveness of such simulators in learning
introductory programming concepts. In this paper I will
discuss the use of a simple architecture and machine
language simulator to teach the CS1 concepts of
conditional selection and iteration, along with the
results of a pilot study on its effectiveness in a
structural programming-based CS1 course. Possible other
uses for the tool are also considered.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gonzalez-Morris:2006:FTB,
author = "Germ{\'a}n Gonz{\'a}lez-Morris",
title = "Further thoughts on backtracking and bounding",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "46--47",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189167",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Gonzalez-Morris06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "This report contains furthers analysis finding more
accurate boundaries (pruning) to get a better
performance for a specific backtracking algorithm based
on the pattern problem. The problem statement is
modest-sized to understand the combining criteria
implemented reducing substantially the amount of time
invested processing, and grows exponentially to the
size of the problem making it expensive without
applying any constraint.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Buerck:2006:KDD,
author = "John Buerck and David Feig",
title = "Knowledge discovery and dissemination: a curriculum
model for informatics",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "48--51",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189168",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#BuerckF06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "One area of IT quickly becoming paramount for
organizations is the field of Informatics. Informatics
is receiving some recognition as a sub-discipline
within computer science education with the distinct
learning objectives of how to use IT for knowledge
discovery and dissemination. This paper describes the
growing need for informatics education; a suggested
informatics curriculum framework, specific course
descriptions; options on how to incorporate informatics
as a cognate option for other university programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ebrahimi:2006:ESN,
author = "Alireza Ebrahimi and Christina Schweikert",
title = "Empirical study of novice programming with plans and
objects",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "52--54",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189169",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#EbrahimiS06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Empirical studies conducted at two colleges
(traditional and online) indicate that students have
difficulty with plan integration, understanding of the
object-oriented paradigm, and incorporating OOP
concepts into problem solving. When novices are taught
OOP at an early stage, they tend to spend more time
trying to understand objects and less time on problem
solving. Currently, OOP compounds the problems novices
face when learning programming. To reinforce more
effectively OOP concepts, plans, and problem solving
for novices, we propose a Plan-Object Paradigm and
design of WPOL.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Teif:2006:PTO,
author = "Mariana Teif and Orit Hazzan",
title = "Partonomy and taxonomy in object-oriented thinking:
junior high school students' perceptions of
object-oriented basic concepts",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "55--60",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189170",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#TeifH06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "The study presented in this paper explores junior high
school students' comprehension of basic OO concepts. It
summarizes major (mis)conceptions demonstrated by the
students in two main categories: confusion of (1)
taxonomic and (2) partonomic hierarchies with classes,
objects and their interrelations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lorenzen:2006:TGU,
author = "Torben Lorenzen and Abdul Sattar",
title = "Teach graphics using excel in place of a graphing
calculator",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "61--63",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189171",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#LorenzenS06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Excel spreadsheets were developed to teach the
underlying math in a computer graphics course including
reviewing basic linear algebra operations, tracing a
series of OpenGL transformations, and creating Bezier
curves and surfaces with forward differences. Each
spreadsheet contains an English overview of the
mathematical process and the numerical result of each
sub step thus providing a high level of abstraction.
Double clicking a numerical result shows the underlying
equation and operands used. The authors recommend using
Excel in place of a graphing calculator in a computer
graphics course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Neeman:2006:ATP,
author = "Henry Neeman and Lloyd Lee and Julia Mullen and Gerard
Newman",
title = "Analogies for teaching parallel computing to
inexperienced programmers",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "64--67",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189172",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#NeemanLMN06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Parallel computing is increasingly a requirement of
Computational Science and Engineering (CSE) software
because problems of interest are very large and
hardware systems are becoming parallel through
multicore technologies. Inexperienced
programmers-non-computer scientists with one semester
to a few years of programming experience-are crucial to
CSE software development because academic research
teams rely on them as application developers. For this
group, the basic concepts of parallelism can be
explained by analogies rather than through exploring
the specifics of various technologies. These analogies
are also useful for computer scientists who are new to
parallel computing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sattar:2006:DSM,
author = "Abdul Sattar and Torben Lorenzen",
title = "Develop a shopping mart {Web} application",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "68--70",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189173",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#SattarL06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "The authors' junior/senior CS class at Bridgewater
State College implemented a web site similar to the
shopping mart found at amazon.com. The application was
broken into four assignments which included an email
address verifier written in Java, a 5 page GUI
front-end to the web site written in Hypertext Markup
Language (HTML), Java Script and Cascading Style Sheet
(CSS), a rudimentary web browser, and a module
implementing server-side functionality to update an
Access database.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Udoh:2006:TDI,
author = "Emmanuel Udoh",
title = "Teaching database in an integrated {Oracle}
environment",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "71--74",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189174",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Udoh06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "This paper describes the approach used to teach the
database course to undergraduate majors. The curriculum
is structured to provide two courses in sequence to
teach the database technology to both the computer
science (CS) and information systems (IS) majors in an
integration-driven Oracle environment. In a
team-oriented approach, a comprehensive project is
tackled by beginning with part project at the
introductory database level, which culminates in the
integration of the whole project at the advanced
database level. There is strong evidence, especially
from the student evaluation, that the approach has
resulted in better acquisition of database concepts and
practice.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ben-Ari:2006:MA,
author = "Mordechai (Moti) Ben-Ari",
title = "{McKinley's Amazon}",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "75--77",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189175",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Ben-Ari06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "The Internet is considered to have revolutionized our
lives and the future is predicted to be even more
revolutionary. I would like to place one aspect of
modern technology---ecommerce---within an historical
perspective. I examine the Sears mail-order catalog
from 1897 and compare their products and services with
those ecommerce pioneer Amazon.com. Amazon benefits
from faster communications and transportation, but in
terms of remote commerce it continues a venerable
tradition, demonstrating that the internet offers few
new capabilities for remote commerce that did not
already exist a century ago.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Becker:2006:HMC,
author = "K. Becker",
title = "How much choice is too much?",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "78--82",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189176",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Becker06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Providing a learner-centered perspective is in keeping
with modern constructivist approaches to learning, and
this means that courses must be designed with learner
attributes and choice in mind. Concerns over
accreditation and the need for accountability at the
post-secondary level seem to contradict freedom of
choice and flexibility of term work, but this need not
be the case. This paper outlines numerous strategies
for offering choice and flexibility to students in a
freshman programming course. Approaches include
flexible deadlines, the ability to re-submit work that
has already been assessed, writing tasks, contributing
to course content, bonuses for embellishments and extra
work, and choices about which problems to solve. All of
the strategies have been employed in classes, and
students' reactions as well as effects on student
engagement and quality of work are described.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rolfe:2006:CED,
author = "Timothy J. Rolfe",
title = "Classroom exercise demonstrating linked list
operations",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "83--84",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189177",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Rolfe06a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "This paper describes a strategy whereby, using
directly manipulable items, one can show the behaviors
of a linked list, and even show some of the details of
linked list manipulations. The students themselves
operate as the linked list nodes, and retain the
attributes of data value and next list node.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thompson:2006:ARR,
author = "Andrew A. Thompson",
title = "Approaches to recruiting and retaining in
computer-science based student organizations",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "85--87",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189178",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Thompson06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Recruitment and retention for a student organization
is a very complex task. Faculty members and student
leaders must attempt to appeal and relate to an often
finicky demographic. This article explores various
methods used to attract and retain students into their
local ACM student chapter. I will review approaches
used during my two year-term as ACM Chapter President
at South Carolina State University (SCSU). During this
period my executive board and I reactivated our dormant
chapter and used various strategies to increase
attendance and membership greatly from previous active
years.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Holz:2006:RMC,
author = "Hilary J. Holz and Anne Gates Applin and Bruria
Haberman and Donald Joyce and Helen C. Purchase and
Catherine Reed",
title = "Research methods in computing: what are they, and how
should we teach them?",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "96--114",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189180",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#HolzAHJPR06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Despite a lack of consensus on the nature of Computing
Research Methods (CRM), a growing number of programs
are exploring models and content for CRM courses. This
report is one step in a participatory design process to
develop a general framework for thinking about and
teaching CRM.We introduce a novel sense-making
structure for teaching CRM. That structure consists of
a road map to the CRM literature, a framework grounded
in questions rather than answers, and two CRM skill
sets: core skills and specific skills. We integrate our
structure with a model for the process a learner goes
through on the way to becoming an expert computing
researcher and offer example learning activities that
represent a growing repository of course materials
meant to aid those wishing to teach research skills to
computing students. Our model is designed to ground
discussion of teaching CRM and to serve as a roadmap
for institutions, faculty, students and research
communities addressing the transition from student to
fully enfranchised member of a computing research
community of practice. To that end, we offer several
possible scenarios for using our model. In computing,
research methods have traditionally been passed from
advisor to student via apprenticeship. Establishing a
richer pedagogy for training researchers in computing
will benefit all (see Figure 1).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fuller:2006:CPB,
author = "Ursula Fuller and Arnold Pears and June Amillo and
Chris Avram and Linda Mannila",
title = "A computing perspective on the {Bologna Process}",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "115--131",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189181",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#FullerPAAM06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "The Bologna process is intended to culminate in the
formation of the European Higher Education Area (EHEA)
by 2010. Its aim is to facilitate the mobility of
people, the transparency and recognition of
qualifications, quality and development of a European
dimension to higher education, and the attractiveness
of European institutions for third country students.
This paper provides an overview of progress towards
implementation in EHEA member states using official
documents and interview data from faculty teaching
computing in countries represented at the ITiCSE 2006
meeting. The key areas where the structures established
by the Bologna process are problematic for computing
education arise from the rapidly changing nature of the
curriculum. It seems that the maturity and capability
criteria, as well as the manner in which learning
outcomes are specified, being developed within the
Bologna process are too general. This endangers the
properties of transparency and mobility that the
process intends to promote. Progression and
prerequisite knowledge in computing degrees can be very
specific. For instance, generic learning outcomes for
an introductory programming course quite rightly will
not specify the programming language, or languages,
used to implement algorithms. However, suppose a
student intends to study an advanced algorithms and
data structures course in which Java is the language of
implementation which has an introductory course in
programming as a prerequisite. If the introductory
course language was Standard ML it is not clear that
the prerequisite course actually provides the student
with a suitable background. These types of complexities
are typical of computing, where early subject curricula
are not standardised nationally or internationally, and
create significant hurdles for realising the Bologna
objectives.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Almstrum:2006:CIC,
author = "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",
title = "Concept inventories in computer science for the topic
discrete mathematics",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "132--145",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189182",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#AlmstrumHHHMRST06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "This report describes concept inventories, specialized
assessment instruments that enable educational
researchers to investigate student (mis)understandings
of concepts in a particular domain. While students
experience a concept inventory as a set of
multiple-choice items taken as a test, this belies its
purpose, its careful development, and its validation. A
concept inventory is not intended to be a comprehensive
instrument, but rather a tool that probes student
comprehension of a carefully selected subset of
concepts that give rise to the most common and
pervasive mismodelings. The report explains how concept
inventories have been developed and used in other STEM
fields, then outlines a project to explore the
feasibility of concept inventories in the computing
field. We use the domain of discrete mathematics to
illustrate a suggested plan of action.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2006:RPO,
author = "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",
title = "Research perspectives on the objects-early debate",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "146--165",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189183",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#ListerBCBGHHLSSW06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "In March 2004, SIGCSE members contributed to a mailing
list discussion on the question of whether programming
should be taught objects first or imperative first. We
analyse that discussion, exploring how the CS community
debates the issue and whether contributors' positions
are supported by the research literature on novice
programmers. We applied four distinct research methods
to the discussion: cognitive science, rhetorical
analysis in the critical tradition, phenomenography and
biography. We identify the cognitive claims made in the
email discussion and find there is not a consensus in
the research literature as to whether the objects first
approach or the imperative approach is harder to learn.
From the rhetorical analysis, we find that the
discussion was not so much a debate between OO-first
versus imperative-first, but instead was more for and
against OO-first. Our phenomenographic analysis
identified and categorized the underlying complexity of
the discussion. We also applied a biographical method
to explore the extent to which the participants' views
are shaped by their own prior experience. The paper
concludes with some reflections upon paradigms, and the
manner in which the CS discipline community defines
itself.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2006:MIV,
author = "Guido R{\"o}{\ss}ling and Thomas L. Naps and Mark S.
Hall and Ville Karavirta and Andreas Kerren and Charles
Leska and Andr{\'e}s Moreno and Rainer Oechsle and
Susan H. Rodger and Jaime Urquiza-Fuentes and J.
{\'A}ngel Vel{\'a}zquez-Iturbide",
title = "Merging interactive visualizations with hypertextbooks
and course management",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "166--181",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189184",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#RosslingNHKKLMORUV06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "As a report of a working group at ITiCSE 2006, this
paper provides a vision of how visualizations and the
software that generates them may be integrated into
hypertextbooks and course management systems. This
integration generates a unique synergy that we call a
Visualization-based Computer Science Hypertextbook
(VizCoSH). By borrowing features of both traditional
hypertextbooks and course management systems, VizCoSHs
become delivery platforms that address some of the
reasons why visualizations have failed to find
widespread use in education. The heart of the paper
describes these features and explains, from both a
student and teacher perspective, how each feature adds
educational value to a visualization. In some cases,
this value focuses on pedagogical issues, taking
advantage of known strategies for making visualizations
more engaging and effective. In other cases, the
emphasis is on making it easier for teachers to use
visualizations. A set of possible use scenarios and
approaches for increasing interest in adopting a
VizCoSH are also presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mead:2006:CAI,
author = "Jerry Mead and Simon Gray and John Hamer and Richard
James and Juha Sorva and Caroline {St. Clair} and Lynda
Thomas",
title = "A cognitive approach to identifying measurable
milestones for programming skill acquisition",
journal = j-SIGCSE,
volume = "38",
number = "4",
pages = "182--194",
month = dec,
year = "2006",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1189136.1189185",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:31 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#MeadGHJSCT06;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib",
abstract = "Traditional approaches to programming education, as
exemplified by the typical CS1/CS2 course sequence,
have not taken advantage of the long record of
psychological and experimental studies on the
development of programming skills. These studies
indicate a need for a new curricular strategy for
developing programming skills and indicate that a
cognitive approach would be a promising starting point.
This paper first reviews the literature on studies of
programming skills, cognition and learning, then within
that context reports on a new formal structure, called
an anchor graph, that supports curricular design and
facilitates the setting of measurable milestones.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Russell:2007:TTL,
author = "Ingrid Russell and Susan Haller",
title = "To teach is to touch lives forever",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "1--1",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227312",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The title of this talk comes from a little book that I
bought years ago, compiled by S.M. Scott. It includes
fictional stories and quotations about teaching,
reminiscences by former pupils about their teachers,
etc. The title of the book is what caught my eye, since
this is how I like to view the role teachers ought to
play in people's lives. I truly believe that teachers
constitute the cornerstone of any successful
implementation of a program of study, on any level.
Moreover, I think that beyond the mastery of the actual
professional material they plan to teach, good teachers
should also have deep and broad knowledge of the entire
subject of which that material is part, and they must
have the ability to convey the material to others
correctly and reliably, to provide perspective, and to
infuse the students with interest, curiosity, and
enthusiasm. All this requires an educator to be more of
an intellectual, at least in what concerns the relevant
field at large. In the talk I'll try to elaborate on
the teachers' role, and to discuss the principles that
should underlie a good study program, while emphasizing
high school computer science curricula. Thus, I will
touch upon what I think should be the core issues for
computer science education research. I will also share
some anecdotes from my own life, which at the time
motivated me to get involved in teaching and educating,
in designing computer science study programs and in
their implementation, and paved the way to my doing
research on teaching the fundamentals of computer
science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Astrachan:2007:TTW,
author = "Owen Astrachan and Nick Parlante and Daniel D. Garcia
and Stuart Reges",
title = "Teaching tips we wish they'd told us before we
started",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "2--3",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227314",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cross:2007:DOV,
author = "James H. {Cross II} and T. Dean Hendrix and Jhilmil
Jain and Larry A. Barowski",
title = "Dynamic object viewers for data structures",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "4--8",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227316",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The jGRASP lightweight IDE has been extended to
provide object viewers that automatically generate
dynamic, state-based visualizations of data structures
in Java. These viewers provide multiple synchronized
visualizations of data structures as the user steps
through the source code in either debug or workbench
mode. This tight integration in a lightweight IDE
provides a unique and promising environment for
learning data structures. Initial classroom use has
demonstrated the object viewers' potential as an aid to
students who are learning to write and modify classes
representing data structures. Recently completed
controlled experiments with CS2 students indicate that
these viewers can have a significant positive impact on
student performance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adcock:2007:WPE,
author = "Bruce Adcock and Paolo Bucci and Wayne D. Heym and
Joseph E. Hollingsworth and Timothy Long and Bruce W.
Weide",
title = "Which pointer errors do students make?",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "9--13",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227317",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A model and a taxonomy to characterize pointer
manipulations are introduced, along with an
instrumentation technology that leverages them to
provide students with immediate reports of pointer
errors in C++ programs. Data collected from CS2 student
assignments show that the vast majority of student
pointer errors either would not have been noticed at
all, or would have been detected only much later in
execution, if this infrastructure were not used.
Possible applications of the underlying
technology--both to conduct long-term educational
research into students' understanding of pointers, and
to improve pedagogy directly--are discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Radenski:2007:DSA,
author = "Atanas Radenski",
title = "Digital support for abductive learning in introductory
computing courses",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "14--18",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227318",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Students who grew up browsing the Web are skilled in
what is usually referred to as abduction, a reasoning
process that starts with a set of specific observations
and then generates the best possible explanation of
those observations. In order to exploit the abduction
skills of contemporary students, we have developed
digital CS1/2 study packs that promote and support
active learning through abduction, i.e., abductive
learning. The study packs integrate a variety of
digital resources: online self-guided labs, e-texts,
tutorial links, sample programs, quizzes, and slides.
These online packs stimulate students to learn
abductively by browsing, searching, and performing
self-guided lab experiments. In two years of study pack
use, the failure rate in the CS1/2 courses at Chapman
University has been reduced from 14\% to 5\%. The study
packs have been published online at studypack.com and
adopted in various institutions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Blum:2007:COP,
author = "Lenore Blum and Thomas J. Cortina",
title = "{CS4HS}: an outreach program for high school {CS}
teachers",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "19--23",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227320",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe a pilot summer workshop
(CS4HS) held at Carnegie Mellon University in July 2006
for high school CS teachers to provide compelling
material that the teachers can use in their classes to
emphasize computational thinking and the many
possibilities of computer science. Diversity and
broadening participation was explicitly addressed
throughout the workshop. We focused on broadening the
image of what CS is --- and who computer scientists are
--- since the reasons for under-representation in the
field are very much the same as the reasons for the
huge decline in interest. We describe the design of the
workshop along with results from initial surveys and
evaluations. Short-term evaluations show that this
workshop was successful in changing the perception of
CS for these teachers and giving them the impetus to
include broader topics in their programming courses for
the upcoming school year. Future surveys will track the
long-term effect of this workshop.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Turner:2007:RMT,
author = "Elise H. Turner and Erik Albert and Roy M. Turner and
Laurence Latour",
title = "Retaining majors through the introductory sequence",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "24--28",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227321",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Retention is an important issue for Computer Science
Departments. In many cases students leave the major due
to frustrations with programming in the complex
languages often used in CS1 and CS2 or because they do
not understand that computer science is much more than
programming. We have redesigned our introductory
sequence to include a rigorous, non-programming
introduction to the field and a CS1 course which uses
Scheme so that students can focus on the principles of
programming instead of the complexities of a particular
language. In the first year that we have required these
courses in our major, we have had positive results. In
this paper, we describe what we have learned through
discussions with students and student surveys.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Eidelman:2007:EMA,
author = "Larisa Eidelman and Orit Hazzan",
title = "{Eccles}' model of achievent-related choices: the case
of computer science studies in {Israeli} high schools",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "29--33",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227322",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Worldwide surveys indicate that the number of women
studying undergraduate-level Computer Science is
constantly decreasing. Based on data collected in
Israel, significant differences were found in the
percentages of female high school students studying
advanced-level Computer Science among different
sectors. More specifically, while the percentage of
female high school students studying advanced-level
Computer Science is about 50\% for the Arab minority
sector, the percentage of female students studying
Computer Science at the same level among the Jewish
majority sector is only about 25\%. This situation was
investigated by using both qualitative and quantitative
research tools. The paper illustrates the analysis of
the data within the model of 'achievent-related
choices' developed by Eccles and her colleagues.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Engels:2007:PDU,
author = "Steve Engels and Vivek Lakshmanan and Michelle Craig",
title = "Plagiarism detection using feature-based neural
networks",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "34--38",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227324",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper focuses on the use of code features for
automatic plagiarism detection. Instead of the
text-based analyses employed by current plagiarism
detectors, we propose a system that is based on
properties of assignments that course instructors use
to judge the similarity of two submissions. This system
uses neural network techniques to create a
feature-based plagiarism detector and to measure the
relevance of each feature in the assessment. The system
was trained and tested on assignments from an
introductory computer science course, and produced
results that are comparable to the most popular
plagiarism detectors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McGovern:2007:CSL,
author = "Amy McGovern and Jason Fager",
title = "Creating significant learning experiences in
introductory artificial intelligence",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "39--43",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227325",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We introduced an arcade-style gaming environment for
use in a mixed undergraduate and graduate introductory
artificial intelligence (AI) course. Our primary goal
in this course was to provide students with a
``significant learning experience'' [3]. We achieved
this goal by creating projects based in the game
environment that illustrate several major AI topic
areas. These projects were designed to be challenging,
enjoyable, and to demonstrate AI programming in a
realistic environment. Each of the projects was
designed to be feasible for all the students yet
flexible enough to allow the stronger students to
explore alternative solutions. We evaluated our success
in achieving these goals through student evaluations,
comments, and exam grades.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hansen:2007:GSC,
author = "David M. Hansen and Joseph Bruce and David Harrison",
title = "Give students a clue: a course-project for
undergraduate artificial intelligence",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "44--48",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227326",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We have developed a simple yet motivating
course-project for use in a one-semester undergraduate
course in Artificial Intelligence. The project is
well-suited to small liberal arts college environments
that lack specialized hardware, software, and faculty,
fulfilling an unmet need for many faculty at such
institutions. We describe the project and how to deploy
and use supporting software for faculty wishing to
adopt this project.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Burge:2007:FOC,
author = "Mark Burge and Diana Burley and Harriet Taylor",
title = "Funding opportunities in computer science education at
the national science foundation",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "49--49",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227328",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We are actively seeking to increase both the number
and competitiveness of proposals to NSF's Course,
Curriculum, and Laboratory Improvement (CCLI) program.
Funding for computer science education programs at NSF
responds directly to the total proposal pressure, so
increasing both the number of proposals and the
competitiveness of those proposals increases the amount
of funding NSF targets for computer science
education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Linckels:2007:VTT,
author = "Serge Linckels and Stephan Repp and Naouel Karam and
Christoph Meinel",
title = "The virtual tele-{tASK} professor: semantic search in
recorded lectures",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "50--54",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227330",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes our e-librarian service that
understands students' complete questions in natural
language and retrieves very few but pertinent learning
objects, i.e., short multimedia documents. The system
is based on three key components: the formal
representation of a domain ontology, a mechanism to
automatically identify learning objects out of a
knowledge source, and a semantic search engine that
yields only pertinent results based on the freely
formulated questions in natural language. We report on
experiments about students' acceptance to enter
complete questions instead of only keywords, and about
the benefits of such a virtual personal teacher in an
educational environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tungare:2007:TSR,
author = "Manas Tungare and Xiaoyan Yu and William Cameron and
GuoFang Teng and Manuel A. P{\'e}rez-Qui{\~n}ones and
Lillian Cassel and Weiguo Fan and Edward A. Fox",
title = "Towards a syllabus repository for computer science
courses",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "55--59",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227331",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A syllabus defines the contents of a course, as well
as other information such as resources and assignments.
In this paper, we report on our work towards creating a
syllabus repository of Computer Science courses across
universities in the USA. We present some statistics
from our initial collection of 8000+ syllabi. We show a
syllabus creator that is integrated with Moodle [5]
moodle\_2006\_moodle, an open-source course management
system, which allows for the creation of a syllabus for
a particular course. Among other information, it
includes knowledge units from the Computing Curricula
2001 body of knowledge. The goal of the syllabus
repository is to provide added value to the Computer
Science Education community, and we present some such
offerings. We conclude by presenting our future plans
for the syllabus repository. These include using
automated techniques to collect and classify syllabi,
providing recommendations to instructors when creating
a syllabus, and allowing the community to share their
syllabi automatically. The syllabus collection will be
part of the Computing and Information Technology
Interactive Digital Educational Library (CITIDEL), a
collection of the National Science Digital Library
(NSDL).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hamada:2007:WBT,
author = "Mohamed Hamada",
title = "{Web}-based tools for active learning in information
theory",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "60--64",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227332",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The idea of using web-based technologies in education
as a means of interactive learning has been emerging
for several topics in computer science and engineering.
It proves to be more effective in the learning process
and hence rapidly expanding. In this paper we introduce
an integrated environment for active learning in the
information theory course and related fields. Our
environment is designed to meet the learning
preferences of computer engineering learners. The
environment integrates several different materials to
support the learners' preferred style. It includes a
movie-like welcome component, an animated hyper-text
introduction for the basic concepts of information
theory, a communication model simulator, and an
interactive set of exercises for self assessment. All
the components of the environment are integrated into a
single interface based on Java2D of Sun Microsysts.
Being a Java applet, our environment is portable and
web-based enabled, which makes it possible for learners
to study at their convenience. An initial study shows
that our integrated environment is a useful tool for
learners of information theory and related fields.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Musicant:2007:MUR,
author = "David Musicant and Amruth Kumar and Doug Baldwin and
Ellen Walker",
title = "Mechanics of undergraduate research at liberal arts
colleges: lessons learned",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "65--66",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227334",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Koffman:2007:NPI,
author = "Elliot Koffman and Heidi Ellis and Charles Kelemen and
Curt White and Steven Wolfman",
title = "New paradigms for introductory computing courses",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "67--68",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227336",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Anderson:2007:SAL,
author = "Richard Anderson and Ruth Anderson and K. M. Davis and
Natalie Linnell and Craig Prince and Valentin Razmov",
title = "Supporting active learning and example based
instruction with classroom technology",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "69--73",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227338",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes an application of classroom
technology in support of teaching through the use of
examples and active learning techniques. Here we report
on using Classroom Presenter, a Tablet PC based
classroom interaction syst, in a senior level course in
Algorithms --- a domain for which the instructor
believes working on sample probls is critical to
student learning in the classroom. The role of the
technology was to integrate activities into the lecture
so that students have the opportunity to work with
concrete examples in class, while the instructor can
collect and review student work in real time,
incorporating selected student answers into the
discussion. In this paper, we describe the pedagogical
goals of the instructor, the types of activities used
to achieve those goals, and the role that technology
played in supporting those goals and activities. The
contributions of the paper are in showing how classroom
technology can be used to support pedagogical choices,
as well as in emphasizing the value of having clear
pedagogical goals when incorporating a new technology
in the classroom. We believe the application of
technology as illustrated in this work could bring
similar benefits to the instruction in other
disciplines.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Subhlok:2007:TPV,
author = "Jaspal Subhlok and Olin Johnson and Venkat Subramaniam
and Ricardo Vilalta and Chang Yun",
title = "Tablet {PC} video based hybrid coursework in computer
science: report from a pilot project",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "74--78",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227339",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Online learning, defined broadly as recording and
delivering classroom experience with technology, has
tremendous potential. However, success to date has been
very limited in science and engineering. We believe
this is because traditional video recording is
cumbersome and not suitable for technical lectures and
removing live classroom interaction is detrimental to
learning. Employing Tablet PCs with slide presentation
software has made it simple and convenient to develop
and record high quality lectures. We employ such videos
in a hybrid model of coursework. All lectures are made
available as online videos, but limited classroom
interaction is an important component; the classroom is
used for review of lecture material, examinations,
demonstrations, tutorials, and hands-on sessions. The
hybrid framework is particularly suitable for students
with logistical difficulties, e.g., because of work
schedule. This paper is an evaluation of the hybrid
learning approach as applied to upper level computer
science coursework. We report our experience in
teaching a suite of hybrid courses at the University of
Houston and discuss the detailed feedback we received
from the students who participated in the courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wolf:2007:AII,
author = "Tilman Wolf",
title = "Assessing the impact of inking technology in a large
digital design course",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "79--83",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227340",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Since the introduction of inking technology, computer
science and engineering education has experienced a
flurry of new instructional approaches. Many studies
have assessed qualitative improvements over traditional
classroom presentation techniques. In this paper, we
present quantitative results on the improved student
perception of teaching when using Classroom Presenter
instead of PowerPoint for classroom presentation. We
present an overview on how Classroom Presenter was used
in a large undergraduate digital design course and
discuss the assessment of results and their analysis.
Our data shows with statistical significance that
students perceive lectures with Classroom Presenter as
more interesting and more adequately paced.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fink:2007:SRS,
author = "Shmuel Fink and Gerald Kruse and Keith Olson",
title = "Status report on the {SIGCSE} committee on models for
evaluating faculty scholarship",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "84--85",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227342",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this special session, the members of the SIGCSE
Committee on Models for Evaluating Faculty Scholarship
would like to meet with interested SIGCSE members. In
particular we would like to give an update on our
progress in the last year, as well as solicit feedback
and guidance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clifton:2007:SFS,
author = "Curtis Clifton and Lisa C. Kaczmarczyk and Michael
Mrozek",
title = "Subverting the fundamentals sequence: using version
control to enhance course management",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "86--90",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227344",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Instructors of introductory courses face many
challenges, not the least of which is dealing with a
large volume of course materials and students with
differing backgrounds. There are often too many
administrative demands to have as much time for
creative pedagogy as one would like. Team projects, and
complex realistic projects in general, increase psychic
demands, and conflicting schedules make creative
collaboration with other instructors impossible. In
order to address these issues, we need to find ways to
increase effective handling of course development, to
free up time for creative pedagogical efforts. This
paper reports on an exploratory project in which two
instructors and an undergraduate teaching assistant
used the Subversion version control system to
collaborate remotely on developing and running two CS1
classes. We focus on the ease and efficiency of course
management using Subversion, providing a new
perspective on how version control can enhance
teaching.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bower:2007:GAS,
author = "Matt Bower",
title = "Groupwork activities in synchronous online classroom
spaces",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "91--95",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227345",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper shares insights about the deployment of
groupwork activities in synchronous online classroom
spaces. It is based upon analysis of 48 hours of online
lesson recordings from an Introduction to Programming
(in Java) subject conducted over two semesters. Key
observations are shared about how factors such as the
type of the activity, the level of student
technological and communicative competencies, the
interface design and the task specification influenced
discourse and learning. On this basis recommendations
for teaching using virtual classroom groupwork are
offered in order to assist academics who may be
considering similar approaches to teaching online.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dankel:2007:STS,
author = "Douglas D. {Dankel II} and Jonathan Ohlrich",
title = "Students teaching students: incorporating
presentations into a course",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "96--99",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227346",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents the structure of a new elective
course at the University of Florida, Artificial
Intelligence in Computer Games, which addresses not
only the technical aspects of creating realism within
computer games, but also the need for more experiences
in oral communication. Key elements of this course
include the students conducting a majority of the
teaching and actively participating in evaluating each
other.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McMaster:2007:DMP,
author = "Kirby McMaster and Nicole Anderson and Brian Rague",
title = "Discrete math with programming: better together",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "100--104",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227348",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper proposes a Discrete Mathematics course that
is integrated with programming. The course consists of
a sequence of Math modules with coordinated programming
projects. Advantages of this approach are presented,
and a methodology for developing the course is shown. A
sample list of Math modules and brief project
descriptions are included.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Arnold:2007:ITI,
author = "Ruedi Arnold and Marc Langheinrich and Werner
Hartmann",
title = "{InfoTraffic}: teaching important concepts of computer
science and math through real-world examples",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "105--109",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227349",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The use of suitable examples is a key to teach
abstract, theoretical concepts. Interactive computer
software allows us to use such examples to create
attractive learning environments that not only appeal
to students, but also enhance knowledge transfer in
class. However, developing such highly specialized
systs is costly, resulting in only few of these tools
being developed for higher education. This article
introduces Info Traffic, a collection of new learning
environments to support the introduction of fundamental
concepts of computer science and mathematics in order
to be of long-lived value. We describe the didactical
concepts behind the interactive and concrete approach
of Info Traffic, and illustrate th through two of its
learning environments --- one targeted at propositional
logic, the other at queueing theory.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Anderson:2007:CSP,
author = "Scott D. Anderson",
title = "A course on simulation, probability and statistics",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "110--114",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227350",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Simulation is an important topic in Computer Science,
as is probability and statistics. Most undergraduates
who take a course in probability and statistics do so
through the mathematics department, and often to
fulfill a college quantitative reasoning (QR)
requirement. However, a course that combines the two
topics can exploit some useful synergies between them.
This paper describes those synergies and a one-semester
course that covers both topics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Leutenegger:2007:GFA,
author = "Scott Leutenegger and Jeffrey Edgington",
title = "A games first approach to teaching introductory
programming",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "115--118",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227352",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we argue for using a ``Game First''
approach to teaching introductory programming. We
believe that concerns over whether an OO approach or a
procedural approach should be used first are secondary
to the course assignment and example content. If
examples are not compelling, student interest often
lags thus making the OO versus procedural argument
moot. We believe that game programming motivates most
new programmers. Compelling assignments mean that
students are far more likely to learn because they are
interested, and the visual component allows students to
see mistakes in their code as manifested in the
resultant graphics. We describe our experiences after
redesigning and offering a new introductory computer
science sequence using $2$D game development as a
unifying theme. We teach fundamental programming
concepts via two dimensional game development in Flash
and ActionScript during the first quarter, transition
to C++ to solidify concepts and add pointers during the
second quarter, then teach a multi-phase project based
game approach using C++ and openGL ($2$D graphics only)
during the third quarter. Our surveys show that this
approach improved student understanding of all seven
basic topics examined.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nita-Rotaru:2007:MEA,
author = "Cristina Nita-Rotaru and Melissa Dark and Voicu
Popescu",
title = "A multi-expertise application-driven class",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "119--123",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227353",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we report on our experience of teaching
a multi-expertise application-driven course in which
upper-level undergraduate and entry-level graduate
students from computer science, computer graphics
technology, and educational science worked together to
design, develop and evaluate a distance learning
system. We describe the activities pursued in the
class, the interactions between the various groups of
students, as well as the challenges and advantages
ensuing from the great variety of student backgrounds.
The success of the course is measured in two ways.
First, the class achieved the goal of building a
distance learning system that surpasses the state of
the art by improving the integration of the remote
students into regular on-campus learning. Second, a
survey conducted at the end of the course indicates
that the application-driven, collaborative, and
multi-expertise structure of the class provided a
uniquely effective learning experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Peckham:2007:ISR,
author = "Joan Peckham and Peter Stephenson and Jean-Yves
Herv{\'e} and Ron Hutt and Miguel
Encarna{\c{c}}{\~a}o",
title = "Increasing student retention in computer science
through research programs for undergraduates",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "124--128",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227354",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "To address the alarming decrease in students in Rhode
Island computer science programs and the
under-representation of women and minorities, we have
devised a program to introduce students to research in
computer graphics, art and new media. This program
integrates good mentoring practice and pedagogy,
including problem-based learning. Special attention is
paid to creating a cohort of students who come together
every week to learn about the research process, and
ethical and societal issues related to it. Each student
takes a small project from the proposal stage, through
design and implementation, to publication and
presentation. We report on the first two years of the
program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gayler:2007:UTW,
author = "Dick Gayler and David Klappholz and Valerie J. Harvey
and Manuel A. P{\'e}rez-Qui{\~n}ones",
title = "{UML} tools: what is their role in undergraduate
computer science courses?",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "129--130",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227356",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Marion:2007:ACS,
author = "Bill Marion and John Impagliazzo and Caroline {St.
Clair} and Barry Soroka and Deborah Whitfield",
title = "Assessing computer science programs: what have we
learned",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "131--132",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227358",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2007:IAS,
author = "Lillian N. Cassel and Andrew McGettrick and Gordon
Davies and Heikki Topi and Bob Sloan",
title = "An initiative to attract students to computing",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "133--134",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227360",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Noonan:2007:CSD,
author = "Robert E. Noonan and John R. Hott",
title = "A course in software development",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "135--139",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227362",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The paper discusses a course in software development,
as advocated by the CC2001 report. The course revolves
around a single project divided into six assignments.
In addition, the course includes lab assignments
covering the tool of the week. The order of coverage of
topics and the order of labs is determined using
just-in-time learning. Grading criteria and an
assessment of the course are discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Feinberg:2007:VOO,
author = "Dave Feinberg",
title = "A visual object-oriented programming environment",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "140--144",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227363",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper explores both the design and classroom
usage of a visual and interactive programming
environment. This environment, named JavaTown, provides
a visual representation of the inner workings of
object-oriented programs, in which on-screen characters
are literally depicted as carrying messages to each
other and remembering values. JavaTown was created to
aid in the introduction of some of the most elusive
concepts in the CS1/CS2 curriculum: object references,
parameter passing, variable scope, recursion, and
linked lists.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stoecklin:2007:TSB,
author = "Sara Stoecklin and Suzanne Smith and Catharina
Serino",
title = "Teaching students to build well formed object-oriented
methods through refactoring",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "145--149",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227364",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Refactoring is the process of transforming the
internal structure of existing code while keeping the
integrity of the code's functional requirements.
Refactoring is proven to increase program
maintainability, flexibility, and understandability and
is recognized as a best practice in the software
development community. However, with the exception of
courses or lectures on extreme programming, refactoring
is overlooked in the computer science curriculum. This
paper presents the fourth lesson of an innovative
pedagogical approach to teaching refactoring on the
college level. This lesson covers the creation of well
formed object-oriented methods including
characteristics for evaluating such methods. Through
this hands-on approach, building well formed
object-oriented methods through refactoring can be
better understood and integrated into the computer
science curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shaffer:2007:AVR,
author = "Clifford A. Shaffer and Matthew Cooper and Stephen H.
Edwards",
title = "Algorithm visualization: a report on the state of the
field",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "150--154",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227366",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present our findings on the state of the field of
algorithm visualization, based on extensive search and
analysis of links to hundreds of visualizations. We
seek to answer questions such as how content is
distributed among topics, who created algorithm
visualizations and when, the overall quality of
available visualizations, and how visualizations are
disseminated. We have built a wiki that currently
catalogs over 350 algorithm visualizations, contains
the beginnings of an annotated bibliography on
algorithm visualization literature, and provides
information about researchers and projects.
Unfortunately, we found that most existing algorithm
visualizations are of low quality, and the content
coverage is skewed heavily toward easier topics. There
are no effective repositories or organized collections
of algorithm visualizations currently available. Thus,
the field appears in need of improvement in
dissemination of materials, informing potential
developers about what is needed, and propagating known
best practices for creating new visualizations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carson:2007:AEV,
author = "Erik Carson and Ian Parberry and Bradley Jensen",
title = "Algorithm explorer: visualizing algorithms in a {$3$D}
multimedia environment",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "155--159",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227367",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer science courses have increasingly made use of
visualization tools to illustrate common algorithms.
This paper describes Algorithm Explorer, an educational
tool designed for use by instructors and students to
examine algorithms in a rich environment composed of
$3$D data representations, $3$D audio cues, and
easy-to-use controls. Instructors and students can
easily add calls to Algorithm Explorer's C++ API to
their programs to quickly develop engaging
visualizations, and every detail of the scene can be
customized as the developer desires.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hurst:2007:SAA,
author = "Wolfgang H{\"u}rst and Tobias Lauer and Eveline Nold",
title = "A study of algorithm animations on mobile devices",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "160--164",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227368",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Compared to desktop PCs, mobile devices have several
constraints such as restricted screen size and reduced
interactivity. Hence, it is not clear if it is helpful
to provide educational multimedia material for mobile
media players. In this paper, we present a study of
algorithm animations on mobile devices, i.e., an Apple
iPod with video functionality. The results of our
experiment indicate that despite limitations there is
an actual learning effect and therefore mobile media
players offer a potential to increase learning that
deserves further investigation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stevenson:2007:BAV,
author = "Daniel E. Stevenson and James D. Schwarzmeier",
title = "Building an autonomous vehicle by integrating {Lego
Mindstorms} and a {Web} cam",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "165--169",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227370",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "There are many possible ways to integrate Lego
Mindstorms robots into the standard computer science
curriculum. This paper presents a way to use these
robots to teach image processing or vision by building
an autonomous vehicle. The vehicle uses an
off-the-shelf web cam for all of its navigation.
Integration of the camera, robot, and controlling
computer is discussed, as are the image processing
units used, the structure of a state machine
controlling them, and the cross-cutting concern of
reducing both input and output noise throughout all
aspects of the project.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jipping:2007:TSJ,
author = "Michael J. Jipping and Cameron Calka and Brian O'Neill
and Christopher R. Padilla",
title = "Teaching students {Java} bytecode using {Lego
Mindstorms} robots",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "170--174",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227371",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Assbly language is a valuable subject to teach, yet
one of the most underappreciated by students. Students
do not see the need for assembly language and they get
through it as quickly as possible. Given the time in a
computer organization course to teach assembly
language, assignments --- either quick-and-easy ones or
those contrived-to-teach-a-point --- contribute to this
attitude of malaise. This paper documents a project to
inject some fun into the teaching of assembly language.
First, we switch the language to Java bytecode. Second,
we use unique assignments to use Java bytecode with
Lego Mindstorms robotics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Klassner:2007:MRA,
author = "Frank Klassner and Christopher Continanza",
title = "{Mindstorms} without robotics: an alternative to
simulations in systems courses",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "175--179",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227372",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper examines the applicability of LEGO
Mindstorms to the intermediate-level computer science
curriculum, which traditionally includes courses such
as Computer Organization and Operating Systems. We
describe three open-laboratory projects that employ
Mindstorms in exploring systems-level programming
topics and present results from student evaluations of
the projects over the last two years. An interesting
feature of the projects is that they do not involve
robotics or robot construction but instead focus on the
Mindstorms programmable brick as a platform in its own
right.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reategui:2007:UVC,
author = "Eliseo Reategui and Elisa Boff and John A. Campbell",
title = "Using virtual characters in personalized
recommendations",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "180--184",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227374",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes a virtual character placed in an
educational environment with the purpose of motivating
and involving students in the activities proposed. The
character can communicate with users in
natural-language; it can learn students' profiles and
use this knowledge to recommend appropriate contents
and activities. Three main elements compose the
character's architecture: an AIML-based mechanism,
which endows the character with its communication
abilities; a profile management system, which collects
and organizes students information; and a recommender
system, which uses the student's profiles and
behavioral patterns to make content recommendations.
The character was placed in an educational environment
and used in an experiment with 53 computer science
students. The results of the experiment are presented
here, as well as conclusions and directions for future
work.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Havill:2007:TSF,
author = "Jessen T. Havill and Lewis D. Ludwig",
title = "Technically speaking: fostering the communication
skills of computer science and mathematics students",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "185--189",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227375",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Department of Mathematics and Computer Science at
Denison University has introduced a significant new
oral communication component early in both majors. The
sophomore computer science and mathematics majors meet
together each week for a ``lab'' taught jointly by a
computer scientist and a mathematician. There were
three goals in this endeavor: (1) to prepare students
for the workforce and graduate school by improving
their oral communication skills, (2) to nurture future
researchers in both fields by exposing them to research
early in their undergraduate training, and (3) to
increase computer science students' exposure to
mathematics. In the following, we establish the need
for such a course, describe our approach, how it
satisfies our three goals, and additional outcomes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Craig:2007:FSD,
author = "Michelle Craig",
title = "Facilitated student discussions for evaluating
teaching",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "190--194",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227376",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Trying to improve undergraduate teaching based on
feedback collected by traditional student course
evaluations can be a frustrating experience. Unclear,
contradictory and ill-informed student comments leave
instructors confused and discouraged. We designed and
then implemented an evaluation mechanism where an
independent CS faculty peer visits a lecture and holds
an evaluation discussion with the students. These
facilitated discussions begin by looking at overall
strengths and weaknesses for the course but quickly
focus on the key student concerns and suggestions for
improvement. After conducting thirty four facilitated
discussions, we find them appreciated by students who
feel heard and valued. A survey of participating
faculty indicates that the written discussion report is
more useful to them than standard student survey
results. Faculty report that they have made changes
based on the recommendations and limited quantitative
data suggests that teaching has improved and its value
in the departmental culture has increased. In this
paper we describe the evaluation process, discuss our
experiences and offer some concrete suggestions for
those who might want to try this approach in their own
department.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2007:CT,
author = "Peter B. Henderson and Thomas J. Cortina and Jeannette
M. Wing",
title = "Computational thinking",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "195--196",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227378",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Booch:2007:RWR,
author = "Grady Booch",
title = "Readn', writ'n, 'rithmetic\ldots{}and code'n",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "197--197",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227380",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In so many ways, software-intensive systems touch the
lives of every individual, corporation, institution,
nation, and contemporary civilization. Nonetheless, the
gap between the technological haves and have-nots is
growing and the gap between academia and the industries
that create these software-intensive systems continues
to be much lamented. I enter this presentation as one
firmly planted in the pragmatic creation and evolution
of such systems, and yet look outside industry for
sources of state-changing innovation. In this talk,
I'll examine the current state of software-intensive
systems in the world, the forces that fall upon such
systems and the people who develop, deploy, and operate
them, and the means whereby we can keep the pipeline of
innovation open and the academia/industry dialog
vibrant. Along the way, I'll cover little-discussed
topics including the moral dimension of software, the
appreciation of beauty in software, and the privilege
and responsibility of being a software developer.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lau:2007:ALS,
author = "Kung-Kiu Lau",
title = "Active learning sheets for a beginner's course on
reasoning about imperative programs",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "198--202",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227382",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We decided to support active learning on a beginner's
course on Reasoning about Imperative Programs because
our students find the material challenging. Because of
the large class size and resource implications, we
opted for a simple approach: the modified lecture
format. We devised active learning sheets for use
during lectures. Each sheet consisted of short
questions which covered the main points of the lecture.
Students had to answer the questions during the
lectures as they listened. In this paper we describe
how we designed the active learning sheets for this
particular course, and the students' (positive)
response to them.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chinn:2007:TWS,
author = "Donald Chinn and Kristofer Martin and Catherine
Spencer",
title = "Treisman workshops and student performance in {CS}",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "203--207",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227383",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Active learning techniques, including collaborative
programming and problem solving environments, have been
widely adopted by many computer science educators. A
related approach is the Treisman model, which was
originally designed for the first-year calculus course
and involves intensive workshops where students
collaborate in small groups to solve problems. We have
adapted the model for both the data structures and
algorithms courses at our institution. Regression
analysis indicates that students who participate in the
workshops for the algorithms course perform better
(0.561 grade points on a 4-point scale) than those who
do not, even after accounting for prior academic
performance. However, the workshops appear to have less
of an effect on student grades in the data structures
course. This study provides evidence that the workshop
model can be an effective learning environment for
students in courses primarily involving analysis, but
that for courses that involve large amounts of
programming, further adaptations to the model might be
needed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Schweitzer:2007:IVA,
author = "Dino Schweitzer and Wayne Brown",
title = "Interactive visualization for the active learning
classroom",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "208--212",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227384",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Engaging students in the learning process has been
shown to be an effective means for education. Several
methods have been proposed to achieve this engagement
for computer science and other disciplines. Active
learning is one such technique that incorporates
interactive classroom activities to reinforce concepts
and involve the students. Visualizations of computer
science concepts such as algorithm animations can be
used for these activities. To be most effective in this
environment, they need to be designed and used with
active learning in mind. This paper describes the
design characteristics of such visualizations, ways of
using them in the classroom, and our experience with
developing and using visualization tools across
different courses in the computer science curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Powers:2007:TLG,
author = "Kris Powers and Stacey Ecott and Leanne M.
Hirshfield",
title = "Through the looking glass: teaching {CS0} with
{Alice}",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "213--217",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227386",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This work analyzes the advantages and disadvantages of
using the novice programming environment Alice in the
CS0 classroom. We consider both general aspects as well
as specifics drawn from the authors' experiences using
Alice in the classroom over the course of the last
academic year.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cortina:2007:ICS,
author = "Thomas J. Cortina",
title = "An introduction to computer science for non-majors
using principles of computation",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "218--222",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227387",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, the design and implementation of a
novel introductory computer science course for
non-majors is presented. This course focuses on the
major contributions in computer science from the
perspective of the process of computation. This course
differs from most introductory courses in computer
science in that it does not include programming using a
computer programming language. Students focus on
algorithms and the principle of computational thinking,
and use a flowchart simulator to experiment with
various short algorithms and build simple computer
games without dealing with programming language syntax.
Steadily increasing enrollments and interest from
various departments on campus indicate that this course
has become a successful addition to our introductory CS
offerings.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Malan:2007:SBC,
author = "David J. Malan and Henry H. Leitner",
title = "Scratch for budding computer scientists",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "223--227",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227388",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Scratch is a ``media-rich programming environment''
recently developed by MIT's Media Lab that ``lets you
create your own animations, games, and interactive
art.'' Although Scratch is intended to ``enhance the
development of technological fluency [among youths] at
after-school centers in economically disadvantaged
communities,'' we find remarkable potential in this
programming environment for higher education as well.
We propose Scratch as a first language for first-time
programmers in introductory courses, for majors and
non-majors alike. Scratch allows students to program
with a mouse: programmatic constructs are represented
as puzzle pieces that only fit together if
``syntactically'' appropriate. We argue that this
environment allows students not only to master
programmatic constructs before syntax but also to focus
on problems of logic before syntax. We view Scratch as
a gateway to languages like Java. To validate our
proposal, we recently deployed Scratch for the first
time in higher education via harvard Summer School's
Computer Science S-1: Great Ideas in Computer Science,
the summertime version of a course at harvard College.
Our goal was not to improve scores but instead to
improve first-time programmers' experiences. We
ultimately transitioned to Java, but we first
introduced programming itself via Scratch. We present
in this paper the results of our trial. We find that,
not only did Scratch excite students at a critical time
(i.e.,, their first foray into computer science), it
also familiarized the inexperienced among th with
fundamentals of programming without the distraction of
syntax. Moreover, when asked via surveys at term's end
to reflect on how their initial experience with Scratch
affected their subsequent experience with Java, most
students (76\%) felt that Scratch was a positive
influence, particularly those without prior background.
Those students (16\%) who felt that Scratch was not an
influence, positive or negative, all had prior
programming experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Alphonce:2007:KKE,
author = "Carl Alphonce and Michael Caspersen and Adrienne
Decker",
title = "Killer ``killer examples'' for design patterns",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "228--232",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227390",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Giving students an appreciation of the benefits of
using design patterns and an ability to use them
effectively in developing code presents several
interesting pedagogical challenges. This paper
discusses pedagogical lessons learned at the ``Killer
Examples'' for Design Patterns and Objects First series
of workshops held at the Object Oriented Programming,
Systems, Languages and Applications (OOPSLA) conference
over the past four years. It also showcases three
``killer examples'' which can be used to support the
teaching of design patterns.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gestwicki:2007:CGM,
author = "Paul V. Gestwicki",
title = "Computer games as motivation for design patterns",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "233--237",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227391",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present a computer game case study that can be used
to motivate the need for design patterns. Design
patterns are often misunderstood, but good examples can
motivate students to work at understanding patterns.
Computer games are used in many books and online
resources to teach programming concepts, but these
examples are usually simplified or non-object-oriented.
We present a simple game that exhibits functionality
found in commercial games (animation, collision
detection, etc.) and show how it can be used as a case
study for design patterns. Specifically, we illustrate
how the state, facade, observer, strategy, and visitor
patterns can replace procedural approaches for
implementing the logic and animation of game written in
Java.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carle:2007:WPP,
author = "Andy Carle and Michael Clancy and John Canny",
title = "Working with pedagogical patterns in {PACT}: initial
applications and observations",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "238--242",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227392",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present several interesting applications for the
Pattern-Annotated Course Tool (PACT) and pedagogical
design patterns in the process of curriculum design.
PACT is a visual editor in which content designers can
create visual representations of their courses and
annotate them with references to educational theory in
the form of pedagogical patterns. Each usage scenario
illustrates the opportunities for learning that PACT,
the annotation process, and the artifacts that users
create present to experts, novices, and everyone in
between. Finally, we take an in-depth look at one
ongoing course annotation being crafted by an
experienced curriculum designer and examine his
interesting findings from the process. An analysis of
these discoveries demonstrates the utility of PACT in
the curriculum design process.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Allen:2007:PLD,
author = "Robert B. Allen and David Klappholz and Michael R.
Wick and Carol Zander",
title = "Programming-lite: a dialog on educating computer
science practitioners in a ``flat world''",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "243--244",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227394",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Forbes:2007:WDT,
author = "Jeffrey Forbes and Daniel D. Garcia",
title = "``\ldots{}But what do the top-rated schools do?'': a survey
of introductory computer science curricula",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "245--246",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227396",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gabbert:2007:AWN,
author = "Paula Gabbert and Barbara Boucher Owens and Bettina
Bair and Chris Stephenson and Joanne McGrath Cohoon and
Gloria Childress Townsend",
title = "{ACM-W}'s new programs for recruiting and retaining
women in computing",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "247--248",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227398",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This special session will provide an overview of the
programs that ACM's executive committee on Women in
Computing (ACM-W) coordinates for the recruitment and
retention of women in computing. The overview will
include projects in all areas of ACM-W with special
focus on those projects impacting the educational
environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sung:2007:EAG,
author = "Kelvin Sung and Peter Shirley and Becky Reed
Rosenberg",
title = "Experiencing aspects of games programming in an
introductory computer graphics class",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "249--253",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227400",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Our computer graphics (CG) programming class uses
games development as a means to help students
understand CG concepts. Many students mistakenly
thought this CG class was a games programming class. We
present a simple frame-work for discussing games
programming classes. Based on the framework, the paper
describes our efforts in integrating competencies
associated with games programming into our CG
programming class. Our results show that the resulting
class maintains the integrity of the original CG class
while allowing students to develop projects with more
interesting games features.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bailey:2007:HET,
author = "Mike Bailey and Steve Cunningham",
title = "A hands-on environment for teaching {GPU}
programming",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "254--258",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227401",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "GPU programming is fast becoming an essential skill
for computer graphics students. It has immediate
application in all areas of graphics including science,
engineering, art, animation, and gaming. Because it is
new, experience with teaching GPU programming is
scarce. This paper describes the teaching of a GPU
programming course with a hands-on program called
glman. glman allows students to create a shader scene
description file which not only creates the $3$D scene,
but creates an interactive user interface to adjust
shader parameters. Our experience in an experimental
class taught in Spring 2006 is that glman is flexible
enough to demonstrate and experiment with many shader
concepts, and creates a fast and fun learning curve for
the students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Talton:2007:TGO,
author = "Jerry O. Talton and Darren Fitzpatrick",
title = "Teaching graphics with the {openGL} shading language",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "259--263",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227402",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A long-standing difficulty in the development of
introductory courses in computer graphics is balancing
the educational necessity of ensuring mastery of
fundamental graphical concepts with the highly
desirable goal of exciting and inspiring students to
further study by enabling them to produce visually
interesting programming projects. Recently, we have
developed a modified curriculum predicated on the
extensive integration of the OpenGL Shading Language
with a more traditional pedagogical approach. We
utilized this curriculum in the quarter-long,
upper-division introductory graphics course taught in
the Department of Computer Science at the University of
California, Santa Cruz. Our experience indicates that
making shading an integral part of the entry-level
curriculum inculcates students with a comprehensive
understanding of the algorithms and mathematical
concepts that underlie modern graphical systems, while
simultaneously equipping them with the tools necessary
to produce complex projects with state-of-the-art
technology.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bergin:2007:DOO,
author = "Joe Bergin and Mike Clancy and Don Slater and Michael
Goldweber and David B. Levine",
title = "Day one of the objects-first first course: what to
do",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "264--265",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227404",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "What should you do on the first day of your
objects-first CS1 course? If you have been struggling
with beginning an objects first course this special
session will give you hints about how to avoid overload
and make a smooth and effective start. The presenters
are skilled at introducing objects to novices in
interesting ways that captures the interest of the
students and readies them for programming. These are
gentle approaches that present deep ideas to the
inexperienced. How can a course be built around objects
without information overload? This session will address
the opening gambit in this interesting game.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Denning:2007:LPP,
author = "Tamara Denning and Michael Kelly and David Lindquist
and Roshni Malani and William G. Griswold and Beth
Simon",
title = "Lightweight preliminary peer review: does in-class
peer review make sense?",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "266--270",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227406",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Peer review is widely recognized for advancing student
learning, in particular for developing reflective
processes like critical thinking. The classroom is ripe
for peer review because the subject matter is fresh and
in-depth interactivity is possible. Yet the limited
time available in class conflicts with peer review's
deliberative nature. We hypothesize that peer review
--- at least the initial stages of it --- can be
supported in the classroom with tools for facilitating
the rapid identification of interesting issues for
discussion. The potential benefits of such a tool
include: furthering the student-focus of in-class
active learning activities, further implanting critical
analysis skills through frequent in-class use,
supporting immediate feedback, and enabling comparison
of student and instructor-modeled critical analysis.
This paper explores tool support for in-class
lightweight preliminary peer-review (LPPR): peer review
that is instigated in the classroom, but does not
necessarily end there. We proposed that students
classify peer solutions in 4 dimensions: correctness,
comprehension (e.g., ``do I understand this
solution''), worthiness for discussion, and similarity
to the evaluator's own solution. We designed an LPPR
extension to Ubiquitous Presenter, and then conducted
an exploratory study in a mock classroom setting. We
found that LPPR can quickly identify a subset of
student solutions that warrant immediate discussion,
and that modest amounts of reflection arise from the
LPPR process.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hansen:2007:EFP,
author = "Stuart Hansen and Erica Eddy",
title = "Engagement and frustration in programming projects",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "271--275",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227407",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Attracting and retaining quality students is an
ongoing concern in Computer Science. Retention can be
enhanced by keeping students engaged in the learning
process while preventing them from becoming overly
frustrated. While engaging students during class is
certainly important, most students spend a significant
amount of time working on programming projects outside
of class. The goal of this research was to collect and
analyze some initial data on how engaging and
frustrating our students find our programming projects.
During the Spring 2006 semester we surveyed our
students after each programming project. This paper
presents some initial findings from the surveys and
discusses strategies on how to improve our projects
based on this feedback.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chen:2007:CCU,
author = "Tzu-Yi Chen and Gary Lewandowski and Robert McCartney
and Kate Sanders and Beth Simon",
title = "Commonsense computing: using student sorting abilities
to improve instruction",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "276--280",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227408",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We examine students' commonsense understanding of
computer science concepts before they receive any
formal instruction in the field. For this study, we
asked students on the first day of a CS1 class to
describe in English how they would arrange a set of
numbers in ascending, sorted order; we then repeated
the experiment asking students to sort a list of dates
(in mm/dd/yyyy format).We found that a majority of
students described a coherent algorithm; some described
versions of insertion or selection sort, but many gave
unexpected algorithms. We also found significant
differences between responses given for sorting numbers
versus dates. Based on our analysis of the data we
suggest that beginning-programming instructors more
explicitly discuss data types, begin loop instruction
with post-test loops, assist students in recognizing
implicit conditional and iteration use in natural
language solutions to probls, and recognize that
novices and experts focus on different aspects of the
problem in even basic problem solving tasks.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yaverbaum:2007:OBC,
author = "Gayle Yaverbaum and Doris Lidtke and Han Reichgelt and
Stu Zweben",
title = "Outcomes-based computing accreditation: program
assessment",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "281--282",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227410",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{VanBuren:2007:MGM,
author = "Brian G. VanBuren and Muhammad Shaaban",
title = "{MicroTiger}: a graphical microcode simulator with a
reconfigurable datapath",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "283--287",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227412",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the MicroTiger software that
combines a graphical microcode simulator with a
reconfigurable data-path. The resulting implemented
simulator is able to fill the void in microprogramming
tools since there are no graphical microcode simulators
that allow such customization of the datapath. The
customization of the datapath goes beyond allowing
different files specifying the datapath, it allows the
datapath to be created and modified using the graphical
interface like a circuit editor. In the academic
setting, MicroTiger provides easier microcode testing
on the instruction level for instructors and provides
simulation debugging through code tracing and
breakpoints for students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Warford:2007:PPS,
author = "J. Stanley Warford and Ryan Okelberry",
title = "{Pep8CPU}: a programmable simulator for a central
processing unit",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "288--292",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227413",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents a software simulator for a central
processing unit. The simulator features two modes of
operation. In the first mode, students enter individual
control signals for the multiplexers, function controls
for the ALU, memory read/write controls, register
addresses, and clock pulses for the registers required
for a single CPU cycle via a graphical user interface.
In the second mode, students write a control sequence
in a text window for the cycles necessary to implement
a single instruction set architecture (ISA)
instruction. The simulator parses the sequence and
allows students to single step through its execution
showing the color-coded data flow through the CPU. The
paper concludes with a description of the use of the
software in the Computer Organization course and its
availability for download on the Internet.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Birmingham:2007:SDR,
author = "William Birmingham and Leah Acker",
title = "Software-defined radio for undergraduate projects",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "293--297",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227414",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Software-defined radio (SDR) is a self-contained,
embedded software system with hardware components and
real-time constraints. SDR is the basis for many of
today's wireless communications systems. Because SDR
combines basic digital signal processing, circuitry,
and software elements, it is the perfect project for
multi-disciplinary, undergraduate teams. This paper
explains both the SDR system created by computer
science and engineering undergraduates at Grove City
College and how SDR projects can help undergraduates
acquire the skills to succeed on multidisciplinary
teams.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ericson:2007:ISC,
author = "Barbara Ericson and Mark Guzdial and Maureen Biggers",
title = "Improving secondary {CS} education: progress and
problems",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "298--301",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227416",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Institute for Computing Education (ICE) was
created in the spring of 2004. ICE is a partnership
between the Georgia Department of Education and the
College of Computing at Georgia Tech. The goals for
this partnership are to increase the number and quality
of computer science teachers and increase the number,
quality, and diversity of computer science students.
One specific goal is to increase the number of students
taking the CS-Advanced Placement (AP) course. In this
paper we report on both the progress we have made
towards these goals and the problems we have
encountered. We hope that other states will create
similar partnerships and leverage our experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Frost:2007:FGC,
author = "Daniel Frost",
title = "Fourth grade computer science",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "302--306",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227417",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe a module, or sequence of lessons, that has
been successfully used to teach basic elements of
computer science to fourth grade students. The module
was designed to reflect a firm grounding in computer
science, to be age-appropriate, to be easily installed
in schools, and to support a range of teachers. Over
300 students in grades three through six have taken
this module or a related module. The programming
language used is a modern variant of Logo called
VVLogo, which students access through a Java applet on
a web page.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adams:2007:AMS,
author = "Joel C. Adams",
title = "Alice, middle schoolers \& the imaginary worlds
camps",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "307--311",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227418",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Research indicates that (i) many women who take CS1
feel less experienced than (and therefore at a
disadvantage to) their male counterparts at computer
programming, and that (ii) by the time they reach high
school, many young women view computing as ``geeky''
and ``for nerds.'' This paper describes our Imaginary
Worlds Camps --- a summer program in which we use
Carnegie Mellon's Alice software to address these
problems before students reach high school. The
preliminary results are quite encouraging.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kessler:2007:ITA,
author = "Robert Kessler and Nathan Dykman",
title = "Integrating traditional and agile processes in the
classroom",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "312--316",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227420",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Teaching software engineering is difficult because the
true benefits of a disciplined software process and the
production of significant artifacts are most meaningful
when programming-in-the-large, with varying levels of
team experience in the context of a professional
organization. Using the same techniques when
programming-in-the-small can often lead to the students
feeling that it is better to not use any process
because the effort and tedium of producing artifacts is
so great compared with the relatively simple task of
writing the code for the target solution. This paper
describes our solution, a curriculum that exposes the
students to both lightweight traditional and
lightweight agile processes. We describe two offerings
of the class and conclude from the positive student
feedback that we have found the correct balance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reid:2007:DSP,
author = "Karen L. Reid and Gregory V. Wilson",
title = "{DrProject}: a software project management portal to
meet educational needs",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "317--321",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227421",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "DrProject is a web-based software project management
portal that integrates revision control, issue
tracking, mailing lists, a wiki, and other features.
Unlike other such systems, DrProject is specifically
tailored to the needs of undergraduate teaching and
team programming assignments. We describe the
pedagogical motivations for DrProject and our
experiences with it to date.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wolz:2007:IAP,
author = "Ursula Wolz and Sarah Monisha Pulimood",
title = "An integrated approach to project management through
classic {CS III} and video game development",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "322--326",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227422",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe how project management and team
communication skills are taught and practiced in two
experiences. Our CS III course provides a formal
introduction and practice in homogeneous small group
settings. Our new multidisciplinary yearlong video game
course provides extensive practice of these skills
through the development of a single deliverable (a
video game) produced by a large team (an entire class
of approximately 20 students). This model can be
extended to other institutions very easily.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Holz:2007:SRS,
author = "Hilary Holz and Anne Applin and William Joel",
title = "Status report of the {SIGCSE} committee on teaching
computer science research methods",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "327--328",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227424",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2007:CCC,
author = "Lillian (Boots) Cassel and Andrew McGettrick and Mark
Guzdial and Eric Roberts",
title = "The current crisis in computing: what are the real
issues?",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "329--330",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227426",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Townsend:2007:LCP,
author = "Gloria Childress Townsend and Suzanne Menzel and Katie
A. Siek",
title = "Leveling the {CS1} playing field",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "331--335",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227428",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper includes several reasons for the
underrepresentation of women in computing, and then
describes two low-cost project instances that address
the reasons for the decline in women's enrollment in
computing classes. One project spans seven semesters
from fall 2000 to spring 2006 at a small liberal arts
school; the other, the spring 2006 semester at a large
research institution. Concluding sections provide
anecdotal and statistical evidence that the project is
successful over two time periods within two diverse
schools.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Murtagh:2007:WCC,
author = "Thomas P. Murtagh",
title = "Weaving {CS} into {CS1}: a doubly depth-first
approach",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "336--340",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227429",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe a new introductory course based on an
unusual approach to the development of a breadth-first
curriculum. The course focuses on exploring examples
that illustrate a broad collection of the facets of
computer science, but it draws all of these examples
from a single subfield, computer networks. We
demonstrate how this approach provides a more coherent
educational experience for students while emphasizing
the essentials that tie all of the fields of our
discipline together.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boyer:2007:CSC,
author = "Kristy Elizabeth Boyer and Rachael S. Dwight and
Carolyn S. Miller and C. Dianne Raubenheimer and
Matthias F. Stallmann and Mladen A. Vouk",
title = "A case for smaller class size with integrated lab for
introductory computer science",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "341--345",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227430",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Prompted by changes in the numbers and demographics of
students enrolled and being retained in computer
science, the Department of Computer Science at NC State
University is revising its undergraduate curriculum to
better meet the needs of its students, and increase
student attraction and retention. One set of changes
concerns introductory computer science courses (CS1).
This paper reports on a study conducted to assess the
impact of class size and active learning in our CS1
courses. We find that smaller classes with integrated
laboratories improve both learning and retention, as
well as satisfaction of the students. Among other
benefits, we found retention rates in small classes to
be about 20\% better than large classes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boustedt:2007:ISL,
author = "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",
title = "It seemed like a good idea at the time",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "346--347",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227432",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bruhn:2007:MBM,
author = "Russel Bruhn and Steven F. Jennings",
title = "A multidisciplinary bioinformatics minor",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "348--352",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227434",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Our multidisciplinary approach to a Bioinformatics
Minor at the University of Arkansas at Little Rock
(UALR) allows students from Information Science,
Computer Science, and Biology programs to participate
in the growing field of bioinformatics. Two separate
tracks allow students to complement the skills that
they learn in their majors with skills in either
information science or the life sciences. This eighteen
credit hour minor begins with all students enrolling in
an Introduction to Bioinformatics course that is
followed by eleven credit hours of complementary
courses. Then, in a final, senior level, survey format
Bioinformatics Theory and Applications course, they
once again converge to apply their training to a
semester-long, multidisciplinary team project. This
minor allows students to choose a wide array of careers
in the medical and health sciences fields and in the
analysis of biological data. It is also an ideal
program to prepare the students for graduate programs
in bioinformatics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cutter:2007:HBB,
author = "Pamela Cutter",
title = "Having a {BLAST}: a bioinformatics project in {CS2}",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "353--357",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227435",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "DNA analysis is a subject that is in the news almost
every day, whether it be a new advance in medical
research, a criminal trial, or some other application.
BLAST (Basic Local Alignment Search Tool) is an
important tool used by biologists worldwide to compare
DNA and protein sequences and to infer functional and
evolutionary relationships between them. This paper
presents a project for CS2 based on BLAST. The primary
goal for this project is to provide an interesting,
real-world application that reinforces the data
structures and algorithms presented in CS2. This
project also demonstrates object-oriented design
techniques, and introduces computer science students to
the new field of bioinformatics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Beck:2007:UIB,
author = "Jon Beck and Brent Buckner and Olga Nikolova",
title = "Using interdisciplinary bioinformatics undergraduate
research to recruit and retain computer science
students",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "358--361",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227436",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An interdisciplinary undergraduate research project in
bioinformatics, jointly mentored by faculty in computer
science and biology, has been developed and is being
used to provide top-quality instruction to biology and
computer science students. This paper explains the
benefits of such a collaboration to computer science
students and to the computer science discipline.
Specific goals of the project include increased
recruitment of students into computer science and
increased retention within the discipline. The project
is also intended to be particularly attractive to women
students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sivilotti:2007:SKL,
author = "Paolo A. G. Sivilotti and Scott M. Pike",
title = "The suitability of kinesthetic learning activities for
teaching distributed algorithms",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "362--366",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227438",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Kinesthetic learning is a process in which students
learn by actively carrying out physical activities
rather than by passively listening to lectures.
Pedagogical research indicates that kinesthetic
learning is a fundamental, powerful, and ubiquitous
learning style. To date, efforts to incorporate this
learning style within the computer science curriculum
have focussed on introductory courses. Material in
upper-level courses, however, can also benefit from a
similar approach. In particular, courses on distributed
computing, by the very nature of the material they
cover, are uniquely suited to exploiting this learning
technique. We have developed and piloted a collection
of kinesthetic activities for a senior undergraduate or
graduate-level course on distributed systems. We give
detailed descriptions of these exercises and discuss
factors that contribute to their success.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lim:2007:TSR,
author = "Darren Lim",
title = "Taking students out for a ride: using a board game to
teach graph theory",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "367--371",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227439",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes the use of a board game as a
device for introducing graph theory to computer science
students. By experiencing a hands-on demonstration of
graphs, students can better understand the basic
principles of graph theory and can better design
algorithms and programs which manipulate graph data.
The programming assignment tied to the game forces the
students to come to grips with the algorithmic aspects
of graph theory, including the proper choice of data
structures and the implementation of graph
algorithms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davis:2007:FFC,
author = "Janet Davis and Samuel A. Rebelsky",
title = "Food-first computer science: starting the first course
right with {PB\&J}",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "372--376",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227440",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We consider in some depth a common exercise for the
first session of a typical introductory computer
science course: The task of writing instructions to
make a peanut butter and jelly sandwich. The exercise,
although simple, can engage students and motivate a
variety of topics important throughout the semester. We
discuss reasons to use such an exercise on the first
day of class, present lessons students can learn from
the exercise, and give practical advice for the
instructor who wishes to make the most of this
exercise.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Verno:2007:DRS,
author = "Anita Verno and Steve Cooper and Thomas J. Cortina and
Barb Ericson and Bill Madden",
title = "Developing resources to support a national computer
science curriculum for {K}-12",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "377--378",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227442",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This session will continue efforts by the ACM and
Computer Science Teachers Association (CSTA) to create
a comprehensive body of resources to support the
implementation of a national K-12 computer science
curriculum. The ACM K-12 Computer Science Curriculum
Committee, with input from the Computer Science
educational community, published a Model Curriculum [1]
in 2003. The Model suggests a four-level curriculum.
Level-I topics, primarily for the K-8 years, closely
follow the well-defined ISTE Standards [2]. Level-II
topics are suggested for all students in grades 9 or 10
and are comprised of introductory computer science
content. Level-III topics focus on analysis and design
with emphasis on the scientific and engineering aspects
of computer science. The Level III course is intended
for students who may be interested in continuing their
education in computer science at the college level. AP
Computer Science and special topics courses comprise
Level-4. This special session will focus on the
learning objectives and activities for Level III of the
K-12 Computer Science Model curriculum. Attendees will
be invited to provide critical feedback that will help
move the curriculum project forward.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barbosa:2007:MUC,
author = "Jorge Barbosa and Rodrigo Hahn and D{\'e}bora N. F.
Barbosa and Cl{\'a}udio F. R. Geyer",
title = "Mobile and ubiquitous computing in an innovative
undergraduate course",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "379--383",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227444",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The increasing use of mobile devices and the
dissemination of wireless networks have stimulated
mobile and ubiquitous computing research. In this
context, education is being considered one of the main
application areas. This paper proposes the use of
mobile and ubiquitous computing to support and improve
learning in a new kind of academic structure called
Undergraduate Course of Reference (nicknamed GRefe).
The GRefe was proposed in Unisinos, a university
located in south of Brazil. Currently, there are four
GRefes. These courses are organized in Learning
Programs and Learning Projects. They use a practical
and multidisciplinary approach to stimulate the
learning. We proposed the use of mobile and ubiquitous
computing technology to articulate and improve the
academic activities of a specific GRefe called Computer
Engineering. We believe that GRefe organization
simplified and stimulated the use of these technologies
in a learning environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lindquist:2007:EPM,
author = "David Lindquist and Tamara Denning and Michael Kelly
and Roshni Malani and William G. Griswold and Beth
Simon",
title = "Exploring the potential of mobile phones for active
learning in the classroom",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "384--388",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227445",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Research has shown that educational technology can
broaden and enhance the use of active learning in large
classrooms. An educational technology platform often
relies on students to bring laptops or specialized
wireless devices like clickers to interact through the
system. Mobile phones are an attractive alternative, as
most students already possess them, they have more
capabilities than dedicated clickers, and yet are small
enough to minimize interference with note taking on a
classroom desk. This paper presents the design and use
of a mobile phone extension to Ubiquitous Presenter,
which allows students to submit solutions to active
learning exercises in the form of text or photo
messages. In an exploratory study, students found that
text messaging worked well for exercises with multiple
choice or short answers. Entering symbols common to
computer science was difficult. Many problems were more
suitable to photo messaging of a handwritten answer,
although image quality must be managed. The phone's
small size left space for the use of a notebook. The
students had concerns about the message charges that
would accrue in use. In conclusion, we offer
recommendations to instructors and system designers
interested in leveraging mobile phones to increase
communication in the classroom.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Malan:2007:PCS,
author = "David J. Malan",
title = "Podcasting computer science {E}-1",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "389--393",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227446",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In recent months have teachers become publishers of
content and students subscribers thereof by way of
podcasts, feeds of audio, video, and other content that
can be downloaded to clients like iTunes and devices
like iPods. In the fall of 2005, we ourselves began to
podcast Harvard Extension School's Computer Science E-1
in both audio and video formats, the first course
within Harvard University to do so. Our goals were to
provide students with more portable access to
educational content and to involve them in technology
itself. To evaluate this experiment, we have analyzed
logs and surveys of students. We find that our students
valued E-1's podcast more as a vehicle for review
(45\%) than as an alternative to attendance (18\%). We
also find that most students (71\%) tended to listen to
or watch lectures on their computers, with far fewer
relying upon audio-only (19\%) or video (10\%) iPods.
We argue, meanwhile, that podcasting, despite its
widespread popularity, is but a marginal improvement on
trends long in progress. It is this technology's reach
that we claim is significant, not the technology
itself. Logs suggest that E-1's own podcast, available
not only to students but to the public at large, has
acquired (as of September 2006) between 6,000 and
10,000 subscribers from over 50 countries. We argue,
then, that podcasting offers to extend universities'
educational reach more than it offers to improve
education itself.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Caristi:2007:AFI,
author = "James Caristi and Stephen Cooper and Judy Mullins",
title = "{Alice Frenzy}: an interactive group activity",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "394--394",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227448",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Participants will be given 15 minutes of instruction
on programming in Alice. Then, working in small groups,
participants will attempt to develop a program in 30
minutes from one of several given starting scenarios.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cohoon:2007:ICF,
author = "James P. Cohoon",
title = "An introductory course format for promoting diversity
and retention",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "395--399",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227450",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We report on a pilot section of an introductory
computing course offered at a top tier university
through its engineering school. Although targeted for
students with no prior programming experience, its
goals were same as the goals of the other sections. The
course enrolled 43 students. They were 49\% female,
23\% black, and 12\% Hispanic. The demographics are
different from the typical 1st year class at the
school, which is 26\% female, 6\% black, and 3\%
Hispanic. Two important pedagogies differentiated the
pilot section from other sections: computer
availability at all class meetings and the methodology
for selecting motivating examples. A priori only one
student in the section intended a computing major, but
upon completion the students chose a computing major at
a higher rate than the rates for other sections: 19\%
versus 13\%. More striking is that 33\% of the pilot
section women and 27\% of its minority students chose a
computing major. All students completed the course and
no student left the school. These outcomes compare
favorably to a school course withdrawal rate of 12\%
and a school attrition rate of 10\%, a female attrition
rate of 12\%, and a minority rate attrition of 25\%.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Beck:2007:FWC,
author = "Jon Beck",
title = "Forming a women's computer science support group",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "400--404",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227451",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "It has been demonstrated that an undergraduate women's
computer science support group can provide significant
benefits to female CS students. It can be difficult for
students to establish such a group without
institutional support. We successfully established a
thriving, self-sustaining support group with a modest
initial outlay of time and money. This program serves
as a model and template to help other small to
mid-sized undergraduate departments accomplish the
same.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hoffman:2007:GDT,
author = "Mark E. Hoffman and David R. Vance",
title = "Gender difference trends in computer literacy of
first-year students",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "405--409",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227452",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We administered a computer literacy survey of our
incoming, first-year students for the past three years.
Our purpose was not to measure application skill
levels, but to understand students' perception of their
own skills, to identify from whom they learned how to
perform a set of technology tasks, and to understand
how access to different Internet connection types
affects perception and the sources of student
technology learning. Over the years, female, first-year
students have increased to parity in self-reported
skill levels over the set of technology tasks, and
report significantly higher skill levels on
communications-oriented tasks. Males report
significantly higher skill levels on
technology-oriented tasks. Our results suggest that
adoption of DSL Internet connections by females is
contributing to the improvement.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Madigan:2007:GPR,
author = "Elinor M. Madigan and Marianne Goodfellow and Jeffrey
A. Stone",
title = "Gender, perceptions, and reality: technological
literacy among first-year students",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "410--414",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227453",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Recent studies have found that gender gaps in
information and communication technology (ICT) skills
exist, despite changing gender role expectations for
men and women. In this paper we report on survey
results from an ongoing longitudinal study of ICT
skills which found that--in general-- first-year
students were confident in their ICT skills. However,
comparison of student skills in four major technology
domain areas indicates that there are differences
between the male and female first-year students in
levels of confidence. We also report on a second,
follow-up study designed to examine the actual ICT
skills of the first-year students. This investigation
indicates that both male and female students have
greater confidence than actual skill. The study also
found that both male and female students have
approximately the same level of actual ICT skills.
These findings suggest that female students, although
possessing ICT skills similar to their male
counterparts, do not perceive themselves as competent
users of technology. These differences in ICT skill
confidence have implications for fluency with
technology in Acadia as well as the recruitment and
retention of women in the Computer and Information
Sciences.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davis:2007:TPN,
author = "Timothy Davis and Robert Geist and Sarah Matzko and
James Westall",
title = "$ \tau \epsilon \chi \nu \eta $: trial phase for the
new curriculum",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "415--419",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227455",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The $ \tau \epsilon \chi \nu \eta $ project, which
provides an unusual alternative to the standard design
of the computing curriculum for the bachelor's degree
in computer science, is now entering full-scale
implementation at Clemson University. The approach
relies extensively on problem-based instruction,
computer graphics, and the notion of cognitive
apprenticeship. The novelty arises from the magnitude
and origin of the problems to be integrated into the
curriculum and the breadth of impact across the
curriculum. The first three courses in the new
curriculum are now being taught. The design of each
course is described, and preliminary assessments from
earlier trial sessions of the first two courses are
offered.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Furst:2007:THR,
author = "Merrick Furst and Charles Isbell and Mark Guzdial",
title = "{ThreadsTM}: how to restructure a computer science
curriculum for a flat world",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "420--424",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227456",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In his book The World is Flat, Thomas Friedman
convincingly explains the challenges of a global
marketplace [4]. One implication is that software
development can be out-sourced, as can any narrow,
skills-based occupation; however, as Friedman also
points out, leadership, innovation, and insight are
always in demand. We have recently created and are
implementing threadstm, a new structuring principle for
computing curricula. Threads provides one clear path
for computer scientists seeking to reinvent and
re-invigorate computer science degree programs. Threads
form a cohesive, coordinated set of contexts for
understanding computing. The union of all threads
covers the breadth ``computer science.'' The union of
any two threads is sufficient to cover a computer
science degree. In this paper, we describe Threads, our
process, the impact so far, and some of our future
plans. We close with recommendations for other schools,
especially schools with smaller programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Zhang:2007:IAT,
author = "Mingrui Zhang and Eugene Lundak and Chi-Cheng Lin and
Tim Gegg-Harrison and Joan Francioni",
title = "Interdisciplinary application tracks in an
undergraduate computer science curriculum",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "425--429",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227457",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Computer Science Department at Winona State
University revised its curriculum to include an
interdisciplinary approach adapted to the study of
computer science. The new curriculum consists of a
traditional Computer Science option and an Applied
Computer Science option consisting of four separate
tracks, namely: bioinformatics, computer information
systems, geographic information technology, and human
computer interaction. This paper describes the design
strategy and implementation plan as well as the content
of our multi-track Applied Computer Science
curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wortman:2007:VTS,
author = "Dana Wortman and Penny Rheingans",
title = "Visualizing trends in student performance across
computer science courses",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "430--434",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227458",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Student retention is an important topic in Computer
Science departments across the country. Keeping strong
students and helping struggling students perform better
are two fundamental components of improving retention.
Isolating the cause(s) of students leaving the major is
an important area of research. We endeavor to explore
this problem using a visualization tool to probe
student data within the beginning course sequence in
Computer Science. We would like to see what patterns
exist amongst students, focusing on success, failure,
and repetition patterns throughout the first three
courses. Identifying these patterns can help isolate
some of the causes of decreased retention within the
department, allowing us to address individual projects,
courses, or exams that may be causing students
exceptional difficulty or loss of interest. Due to the
large amount of data and the variety of students' paths
through their courses, it is essential that a
visualization be developed to represent the data. Using
graph layouts, parallel coordinates, color-mapping, and
interactive selection, users can explore and query the
data. Users can discover patterns within the data by
selecting subgroups of students and examining the event
sequences to find patterns of success, failure, and
repetition amongst those students. Departments can use
this information to isolate profiles of students for
retention, remediation, and recruitment efforts as well
as identify areas of the curriculum or instruction that
can be improved.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ruckert:2007:TCC,
author = "Martin Ruckert",
title = "Teaching compiler construction and language design:
making the case for unusual compiler projects with
{PostScript} as the target language",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "435--439",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227460",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents an unusual programming language,
textttklx, illustrating the type of compiler
construction projects the author uses successfully to
accompany a mostly traditional lecture on compilers.
The target processor of textttklx is the PostScript
interpreter, and the paper argues that this is a very
good choice. A PostScript interpreter simulates an
elegant stack machine with built-in graphic
capabilities. It is the perfect target for languages
like textttklx, making them easy to implement and fun
to use. The exact definition of the source language is
an integral part of the student project. The use of non
standard languages and a non standard target fosters
student creativity in language design and
implementation. It invites ``out of the box'' thinking,
and prepares the knowledge transfer from the rich
tradition of compiler construction to new and
forthcoming areas of computer science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Xu:2007:RMI,
author = "Li Xu",
title = "{RobotStudio}: a modern {IDE}-based approach to
reality computing",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "440--444",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227461",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The recent report by the ACM Job Migration Task Force
points to the immediate need to teach
``programming-in-the-large'', the skills to work with
and develop large and complex production-grade software
and systems, so young computing professionals can stay
competitive in the face of IT globalization and
offshoring of software [4, 13]. However, current
computer science curricula are inadequate to prepare
college graduates to meet the reality of computing.
Most course projects fall into the
``programming-in-the-small'' mode, in which students
implement small, isolated projects to explore the
course subject matter and with little emphasis on how
the smaller pieces can be integrated to build
sophisticated larger scale systems. This paper presents
a modern IDE-based approach to address this inadequacy.
We develop RobotStudio --- an extensible framework for
building IDEs targeting a simple yet versatile
educational robot platform. Student projects are
implemented as plugin modules of RobotStudio and, when
put together, they form a comprehensive IDE for
programming the robotic environment. This paper
describes the architecture of the RobotStudio
framework, its extension mechanisms, and the teaching
practice of using RobotStudio in an introductory
compiler construction class to illustrate
``programming-in-the-large'' principles.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brown:2007:RIS,
author = "Christopher W. Brown and Eric A. Hardisty",
title = "{RegeXeX}: an interactive system providing regular
expression exercises",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "445--449",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227462",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents RegeXeX (Regular expression
exercises), an interactive system for teaching students
to write regular expressions. The system poses problems
(prose descriptions of languages), students enter
solutions (regular expressions defining these
languages), and the system provides feedback. What is
novel in this system is the type of feedback: students
are not merely told that a submitted regular expression
is wrong, they are given examples of strings that the
expression either matches and shouldn't or does not
match and should, and asked to try again. Additionally,
student responses need only be equivalent to the
solution, not identical. Results of classroom
experience with this system are also reported, and
demonstrate its effectiveness in teaching students to
write regular expressions with little or no instructor
interaction. RegeXeX is a freely available, portable
system, written in C++ and using the Qt library for its
GUI. It is distributed with several exercise sets, but
is designed so instructors can easily write their own.
The system logs student work and offers facilities for
submitting log-files to instructors as well, allowing
for automatic grading, or in-depth analysis of student
performance and evolution of responses throughout the
exercise set.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sigman:2007:ESF,
author = "Scott Sigman",
title = "Engaging students in formal language theory and theory
of computation",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "450--453",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227463",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Engaging and maintaining student engagement with the
content of a course in formal language theory and the
theory of computation is notoriously difficult. A major
factor is student's perception of the relevance of the
required mathematical material to computer science as
they have studied the discipline. Usually, the
mathematical material discourages students and for many
it forms an insurmountable barrier. This paper
describes the construction of a course using the
discovery learning technique known as the Moore Method
that directly addresses student engagement with this
material. The results of the delivery of this course
were that students remained engaged with the course
throughout the semester and enthusiastically received
the pedagogical approach employed. While the course
described was delivered to a small class in a liberal
arts college, it may be adapted to larger class sizes
and taught in any computer science program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pedroni:2007:OSP,
author = "Michela Pedroni and Till Bay and Manuel Oriol and
Andreas Pedroni",
title = "Open source projects in programming courses",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "454--458",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227465",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "One of the main shortcomings of programming courses is
the lack of practice with real-world systs. As a
result, students feel unprepared for industry jobs. In
parallel, open source software is accepting
contributions even from inexperienced programmers and
achieves software that competes both in quality and
functionality with industrial systs. This article
describes: first, a setting in which students were
required to contribute to existing open source
software; second, the evaluation of this experience
using a motivation measuring technique; and third, an
analysis of the efficiency and commitment of students
over the time. The study shows that students are at
first afraid of failing the assignment, but end up
having the impression of a greater achievent. It ses
also that students are inclined to keep working on the
project to which they contributed after the end of the
course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Layman:2007:NSM,
author = "Lucas Layman and Laurie Williams and Kelli Slaten",
title = "Note to self: make assignments meaningful",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "459--463",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227466",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In addition to ``learning by doing,'' programming
assignments and projects are also the mechanism by
which students learn about the utility of computer
science --- or not. Recent research indicates that the
current generation of students is in search of a career
with meaning, and women and minorities have long been
known to desire careers that help society. In this
paper, we provide student testimonials on the
importance and benefits of practical and
socially-relevant assignments. We then examined
approximately 200 first year (CS1) and software
engineering assignments at top computer science
institutions. Only 34\% of the CS1 projects had a
practical or socially-relevant context, 41\% had no
context at all, and 15\% were games. For software
engineering projects, 62\% were practical or
socially-relevant, but still 16\% had no practical
context. We recommend that educators, through their
assignments, place increased emphasis on demonstrating
that computer science can be used to aid society and/or
produce products of practical value to society.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kurtz:2007:IUS,
author = "Barry L. Kurtz and James B. {Fenwick, Jr.} and
Christopher C. Ellsworth and Xiaohong Yuan and Adam
Steele and Xiaoping Jia",
title = "Inter-university software engineering using {Web}
services",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "464--468",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227467",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We have been funded by the National Science Foundation
[6] to investigate the feasibility of distributing
large software engineering projects across multiple
universities at remote locations. This paper reports on
the use of web services to make such inter-university
cooperation feasible. The TRavel Itinerary Planner
(TRIP), a year long project, was implemented at three
universities: Appalachian State University, North
Carolina A\&T, and DePaul University. After discussing
our methodology based on web services we describe the
inter-university cooperation that was achieved on this
project. We then describe problems encountered and
their solutions and conclude with a brief description
of a different project that we will develop during the
2006-2007 academic year.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chase:2007:ULP,
author = "J. D. Chase and Ed Oakes and Sean Ramsey",
title = "Using live projects without pain: the development of
the small project support center at Radford
University",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "469--473",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227468",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "It is well understood and has been well documented
that there is much to gain by using live projects,
those that serve a real client with a real problem to
solve, in the computer science classroom. However the
use of live projects has always come with a variety of
obstacles including providing support for the project
once it is complete and limiting the scope of a project
to the context of a single term. This paper describes
the development of the Small Project Support Center at
Radford University that has been designed to eliminate
these obstacles.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sherrell:2007:NDG,
author = "Linda B. Sherrell and Chang Liu and William M.
Pottenger and Paul Gross",
title = "{NSF-DGE GK-12} teaching fellowships: changing student
perceptions about computer science",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "474--475",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227470",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lincke:2007:NSA,
author = "Susan J. Lincke",
title = "Network security auditing as a community-based
learning project",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "476--480",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227472",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Security courses can focus on
encryption/authentication algorithm design,
attack/defend methodologies, or security techniques.
Our goal is to train computer personnel in how to
secure networks. What better way than to work with real
equipment and real organizations? This course includes
a community-based project which involves students
auditing part of a syst for local organizations.
Auditing is common in industry, and requires students
to be well-versed in security techniques, the auditing
process, and the application of results. This paper
outlines our experiences in bringing community-based
audit projects into the classroom.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wong:2007:TEV,
author = "Ken Wong and Tilman Wolf and Sergey Gorinsky and
Jonathan Turner",
title = "Teaching experiences with a virtual network
laboratory",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "481--485",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227473",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Open Network Laboratory (ONL) is an
Internet-accessible virtual laboratory facility that
can deliver a high quality laboratory experience in
advanced networking [3,7]. Our experience with ONL
indicates that it has potential to improve student
understanding of fundamental networking concepts and
increase enthusiasm for experimentation with complex
technology. Furthermore, these benefits can be
delivered with less effort from the instructor than
using a traditional approach of socket programming and
ns-2 simulation exercises. The system is built around a
set of high-performance, extendible routers which
connect personal computers acting as end systems. Users
configure their virtual network through the Remote
Laboratory Interface (RLI), an intuitive graphical
interface. The RLI's real-time charts and user data
facility make it easy to directly view the effect of
system parameters on traffic behavior. These features
can enhance learning by providing users with multiple
representations of network phenomena. We describe how
the ONL facilities have improved our ability to meet
instructional objectives and discuss some approaches to
improving the laboratory experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Du:2007:SSI,
author = "Wenliang Du and Zhouxuan Teng and Ronghua Wang",
title = "{SEED}: a suite of instructional laboratories for
computer {SEcurity EDucation}",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "486--490",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227474",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "To provide students with hands-on exercises in
computer security education, we have developed a
laboratory environment (SEED) for computer security
education. It is based on VMware, Minix, and Linux, all
of which are free for educational uses. Based on this
environment, we have developed ten labs, covering a
wide range of security principles. We have used these
labs in our three courses in the last four years. This
paper presents our SEED lab environment, SEED labs, and
our evaluation results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lancor:2007:UGH,
author = "Lisa Lancor and Robert Workman",
title = "Using {Google} hacking to enhance defense strategies",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "491--495",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227475",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper provides a description of how the topic of
Google hacking was incorporated into a graduate course
on web security which was offered in the Fall of 2005.
It begins by providing an overview of Google hacking
and describes what it is, how it is used, and most
importantly how to defend against it. The paper then
describes a series of exercises that students must
complete providing them with hands-on Google hacking
strategies, techniques and countermeasures.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Burd:2007:CGC,
author = "Bary Burd and John Goulden and Brian Ladd and Michael
Rogers and Kris Stewart",
title = "Computer games in the classroom, or, how to get
perfect attendance, even at 8 {AM}",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "496--496",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227477",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this special session, we will compare and contrast
several game engines that have been used in game
development courses, and describe our experiences
teaching such courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2007:NA,
author = "Nick Parlante and John Cigas and Angela B. Shiflet and
Raja Sooriamurthi and Mike Clancy and Bob Noonan and
David Reed",
title = "Nifty assignments",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "497--498",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227479",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ma:2007:IVM,
author = "Linxiao Ma and John Ferguson and Marc Roper and Murray
Wood",
title = "Investigating the viability of mental models held by
novice programmers",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "499--503",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227481",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes an investigation into the
viability of mental models used by novice programmers
at the end of a first year Java programming course. The
qualitative findings identify the range of mental
models of value and reference assignment held by the
participants. The quantitative analysis reveals that
approximately one third of students held non-viable
mental models of value assignment and only 17\% of
students held a viable mental model of reference
assignment. Further, in terms of a comparison between
the participants' mental models and their performance
in in-course assessments and final examination, it was
found that students with viable mental models performed
significantly better than those with non-viable models.
These findings are used to propose a more
``constructivist'' approach to teaching programming
based on the integration of ``cognitive conflict'' and
program visualisation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boustedt:2007:TCC,
author = "Jonas Boustedt and Anna Eckerdal and Robert McCartney
and Jan Erik Mostr{\"o}m and Mark Ratcliffe and Kate
Sanders and Carol Zander",
title = "Threshold concepts in computer science: do they exist
and are they useful?",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "504--508",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227482",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Yes, and Yes. We are currently undertaking an
empirical investigation of ``Threshold Concepts'' in
Computer Science, with input from both instructors and
students. We have found good empirical evidence that at
least two concepts---Object-oriented programming and
pointers--are Threshold Concepts, and that there are
potentially many more others. In this paper, we present
results gathered using various experimental techniques,
and discuss how Threshold Concepts can affect the
learning process.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wick:2007:BCG,
author = "Michael R. Wick",
title = "Bridging the conceptual gap: assessing the impact on
student attitudes toward programming",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "509--513",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227483",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe an experiment designed to
test the effect of a novel first day lecture on student
attitudes toward programming. The lecture does not
require any knowledge of a specific language or a
specific paradigm. Student evaluation surveys indicate
that the lecture is effective at helping students to
see programming as more than the simple creation of an
artifact but rather as a systematic problem-solving
process.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tenenberg:2007:ODC,
author = "Josh Tenenberg and Sally Fincher",
title = "Opening the door of the computer science classroom:
the disciplinary commons",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "514--518",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227484",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Disciplinary Commons project had two primary
objectives: to document and share knowledge about
teaching and student learning in Computer Science (CS)
classrooms, and to establish practices for the
scholarship of teaching by making it public,
peer-reviewed, and amenable for future use and
development by other educators. The mechanism for
achieving these goals was through a series of monthly
meetings involving Computer Science faculty, one cohort
of ten CS faculty in the US and one cohort of twenty in
the UK. Meetings were focused on the teaching and
learning within participants' classrooms, with each
person documenting their teaching in a course
portfolio. Surveyed on completing the project,
participants discussed the value of the Disciplinary
Commons in providing the time and structure to
systematically reflect upon their practice, to exchange
concrete ideas for teaching their courses with other CS
educators in the discipline, to learn skills that apply
directly to course and program evaluation, and to meet
colleagues teaching CS at other institutions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2007:COP,
author = "Lillian N. Cassel and Robert H. Sloan and Gordon
Davies and Heikki Topi and Andrew McGettrick",
title = "The computing ontology project: the computing
education application",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "519--520",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227486",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Roberts:2007:RAP,
author = "Eric Roberts",
title = "Resurrecting the applet paradigm",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "521--525",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227488",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Since the introduction of Java in 1995, educators have
recognized the potential of Java applets as an
educational resource. Sadly, the continuing evolution
of Java has made it harder to use applets, largely
because it is so difficult to keep those applets
compatible with the many different versions of the Java
runtime environment supported by existing browsers.
Over the past two years, the ACM Java Task Force (JTF)
has developed an effective strategy that makes it
possible to write applets using up-to-date versions of
Java that will nonetheless run on browsers that support
only the JDK 1.1 environment. This paper describes the
acm11.jar library, which uses this strategy to achieve
the desired backward compatibility. It also describes a
more general solution strategy for which we have a
prototype, although we are unable to release the
prototype until we get permission from Sun
Microsystems. The acm11.jar library can be used with
any Java applet and does not depend on adopting the JTF
library packages. That library therefore represents a
general resource for teachers and students who want to
write Java code that runs in web environments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Murtagh:2007:SBV,
author = "Thomas P. Murtagh",
title = "{Squint}: barely visible library support for {CS1}",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "526--530",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227489",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Squint is a Java library developed to support the use
of event-driven programming and network applications in
programming examples for a CS1 curriculum. We present
the design of the library, emphasizing techniques
employed to minimize the effort students expend
learning features specific to the library. We also
compare Squint to an established library that supports
event-driven programming in CS1, emphasizing ways in
which the two libraries support similar pedagogical
approaches.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Woodley:2007:PSC,
author = "Michael Woodley and Samuel N. Kamin",
title = "Programming studio: a course for improving programming
skills in undergraduates",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "531--535",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227490",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Even after taking numerous programming courses, many
students have poor programming skills. This is a
problem not only in their post-graduation employment,
but even in the higher-level Computer Science courses,
where large programs are routinely assigned. Yet,
teaching programming skills is expensive; like teaching
writing, it can only be accomplished by a repeated
cycle of writing, getting informed feedback, and
rewriting. In this paper, we describe a computer
science course designed around the concept of a studio
course like those used in art and architecture. Its key
elements are practice, public presentation, and review
by peers in a small group. We discuss our experience in
teaching the course for two years. We believe this
course can be replicated and taught, at reasonable
cost, even in large CS departments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Robbins:2007:JES,
author = "Steven Robbins",
title = "A {Java} execution simulator",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "536--540",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227491",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper describes JES, a Java Execution Simulator
that allows users to explore how a Java program
executes. This interactive simulator displays a
representation of a Java program and animates the
running of the program. Instructors can use JES to
demonstrate how data is moved when variables are
assigned, when parameters are passed, and when values
are returned by a method. JES is useful for comparing
how primitive and object values are manipulated. The
simulator also demonstrates scope rules, object
creation, inheritance and polymorphism. While the
simulator only supports variables of type double and
object and does not support conditionals or looping, it
allows users to write general Java programs that might
be used as examples in the first weeks of a CS 1
course. JES also has support for arrays of doubles and
objects. The simulator is written in Java and can be
run as an application or an applet. Support for the
simulator includes a simple mechanism for quickly
running the simulator on a program developed with a
standard Java development system.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rosmaita:2007:MSL,
author = "Brian J. Rosmaita",
title = "Making service learning accessible to computer
scientists",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "541--545",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227493",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Service learning can play an important role in
computer science education: it can address declining
enrollments and increase current student satisfaction.
Although computer science poses some serious problems
for effectively implementing service learning, these
can be surmounted by reconfiguring a course to include
a substantial treatment of accessibility. I describe
such a course, explain how it overcomes the problems,
and discuss the results of the course from a student
perspective.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cohoon:2007:GEC,
author = "J. McGrath Cohoon",
title = "Gendered experiences of computing graduate programs",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "546--550",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227494",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This investigation of gendered experiences in computer
science and computer engineering (CSE) doctoral
programs uses survey data from a nationwide stratified
random sample. Analyses of data from 41 departments
show that women CSE doctoral students have less
confidence than men students that they can achieve
their educational goals. Moreover, women's confidence
is significantly affected by their comfort asking
questions in class, which is in turn affected by
faculty beliefs about the relationship between
diversity and student quality. Program rank also has a
negative effect on confidence, but affects men and
women similarly.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ellis:2007:CHO,
author = "Heidi J. C. Ellis and Ralph A. Morelli and Trishan R.
de Lanerolle and Jonathan Damon and Jonathan Raye",
title = "Can humanitarian open-source software development draw
new students to {CS?}",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "551--555",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227495",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we present an example humanitarian
open-source software project that has been used since
January 2006 at a small liberal-arts college as an
experiment in undergraduate CS education. Sahana
(Sinhalese for relief) is a free and open-source
disaster management system developed in Sri Lanka by a
group of IT professionals following the 2004 Asian
tsunami. It is a web-based tool that addresses the IT
coordination problems that typically occur in trying to
recover from a large-scale disaster. We are currently
exploring the wider use of Sahana as a sustainable
model and platform for teaching about open-source
software development while at the same time allowing CS
students and educators to make a socially useful
contribution of their time, effort, and expertise. This
paper presents our experiences with Sahana including
the benefits for both academia and industry.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Purewal:2007:ESR,
author = "Tarsem S. {Purewal, Jr.} and Chris Bennett and
Frederick Maier",
title = "Embracing the social relevance: computing, ethics and
the community",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "556--560",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227496",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We propose the integration of service-learning into
the early undergraduate computer science curriculum by
way of a course on computing, ethics and society. We
believe that such a course will fill a common gap in
computer science and can be used to draw smart,
motivated students to the discipline by embracing its
social relevance. Additionally, we outline a particular
service-learning project that can be undertaken by
students in the course--initiating a community computer
recycling program. We describe the successful
implementation of such a recycling program and describe
some logistical issues that may arise in organizing
such a program in a service-learning course. We believe
that a student-implemented community outreach project
such as this can alter the public's perception of
computer science and will assist in reversing the trend
of declining undergraduate enrollment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sciore:2007:SSJ,
author = "Edward Sciore",
title = "{SimpleDB}: a simple {Java}-based multiuser syst for
teaching database internals",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "561--565",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227498",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we examine the probl of how to give
hands-on assignments in a database syst internals
course. We argue that current approaches are
inadequate, either because they are not sufficiently
comprehensive or because they require using software
that has a steep learning curve. We then describe
SimpleDB, which is software written expressly for such
a course. SimpleDB is a database syst in the spirit of
Minibase. Unlike Minibase, however, it supports
multiple users and transactions via JDBC, and its code
is easy to read and modify. We then describe a course
that we teach using SimpleDB, and discuss the
educational benefits resulting from it.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Liu:2007:BFS,
author = "Haifeng Liu and Xianglan Chen and Yuchang Gong",
title = "{BabyOS}: a fresh start",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "566--570",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227499",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we present BabyOS, a compact
educational kernel designed to facilitate the
preliminary learning of operating systs. It is an
in-memory syst running on real hardware, with a
multi-phase project covering concurrency, scheduling,
inter-process communication, memory management, and
networking. Compared with other educational operating
systs, BabyOS is a nontraditional project frame; an
important distinction lies in that it reflects some
design ideas in bedded operating systs. In this way,
BabyOS provides a complementary approach to educational
operating system projects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pheatt:2007:EUD,
author = "Chuck Pheatt",
title = "An easy to use distributed computing framework",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "571--575",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227500",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper introduces a client-server suite, which
provides a readily configurable and simple to use
network distributed computing framework. The suite will
allow users to easily operate a distributed computing
environment and solve real probls with a hybrid
peer-to-peer (P2P) grid. This tool is most useful in a
pedagogical setting such as an introductory computing
course or as an adjunct to a computationally intensive
course that addresses parallel computing issues.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Border:2007:DDM,
author = "Charles Border",
title = "The development and deployment of a multi-user, remote
access virtualization system for networking, security,
and system administration classes",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "576--580",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227501",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We have combined four industry standard technologies
to create a flexible, modular and easily extensible
virtual server environment for both distance and local
students to use in our networking, security, and system
administration classes. By combining the remote access
technologies of Remote Desktop, the multi-user
capabilities of Microsoft Terminal Services, the
ability to share sessions of Remote Assistance, and the
ability to manipulate virtual machines and virtual
networks using VMware Workstation, the Remote
Laboratory Emulation System (RLES) allows students to
conduct labs very similar to our local labs from either
inside or outside our lab facility. While other people
have been experimenting with various combinations of
these technologies we have aggressively developed and
implemented this system and feel that it has become a
very important tool in our ability to cost-effectively
provide computing infrastructure for local and distant
students, and student and faculty research.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Schaeffer:2007:GCP,
author = "Jonathan Schaeffer",
title = "The games computers play\ldots{}: perfectly",
journal = j-SIGCSE,
volume = "39",
number = "1",
pages = "581--581",
month = mar,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1227504.1227503",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:32 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Artificial intelligence has had notable success in
building high-performance game-playing programs to
compete against the best human players; Deep Blue is
the obvious example, but there are many more. However,
the availability of fast and plentiful machines with
large memories and disks creates the possibility of
solving a game. This has been done before for simple or
relatively small games. Checkers is a popular game of
skill with a search space of 5x10$^{20}$ possible
positions. Within a year, checkers will be solved; our
program will never lose (assuming that perfect-play
checkers is a draw, as seems likely). But getting from
the idea of solving checkers to the final result, well,
thereby hangs a tale.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2007:LTE,
author = "C. Dianne Martin",
title = "Leadership, teamwork, and ethics in the development of
{IT} professionals",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "8--9",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272850",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Martin07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Increasingly universities are placing student
leadership as a central goal for education. Many
seminal texts on leadership focus attention on the
moral and transformative qualities of leadership,
encouraging universities to become a site for
leadership development. One way to operationalize this
is for leadership development to become an integral
part of the learning outcomes of the curricula within
the student's major. In the context of the IT majors,
such as computer science, information science, and
information technology, the definition of leadership
can be incorporated with the desired outcomes of
teamwork and professionalism. Thus, the development of
leadership capacity is combined with the development of
high standards of professionalism and the ability to
work well on teams in a variety of roles.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2007:CRT,
author = "Tony Clear",
title = "Computing relationships: transactional algorithms
yield to social networks",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "9--10",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272852",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Clear07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "I had a bad email day on October 10 last year. First,
a colleague in the States copied me on a response to an
email he had just received for a meeting scheduled in
New Zealand over a month earlier. The email seemed to
have been filtered out by his university's email filter
somehow, even though he and my local colleague who
originated the email had been in regular contact for
some time. The accompanying message read ``The sender
is not authorized to send to the destination. This can
be the result of per host or per recipient filtering''.
Then I received notification that an email I had sent
to Finland some five days earlier had not been
received, with the message ``Recipient address
rejected: Greylisted for 60 seconds (see
http:www.joensuu.fi/atteskus/ohjeet/postgrey.html)''\ldots{}Mes
sage could not be delivered for 5 days Message will be
deleted from queue``. Next came a warning on a message
I had sent to Sweden ''recipient address rejected:
Greylisting in action, please try later\ldots{} Warning
message still undelivered after 4 hours. Will keep
trying until message is 5 days old``. Well I know that
New Zealand is small and far from many other countries,
but the thought that we had been globally blacklisted
began to enter my mind. Paranoia was setting in\ldots{}",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Topi:2007:RUM,
author = "Heikki Topi",
title = "Revising the {IS} undergraduate model curriculum",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "10--11",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272854",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Topi07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Writing my first inroads IS Education column requires
stepping into big shoes. I take this opportunity to
thank my mentor, friend, and colleague, Dr. John T.
Gorgone, for the excellent work he has done with this
column to keep the broader computing community aware of
the events and issues under discussion in IS education,
to promote new initiatives, and to form connections
between IS and other computing disciplines. I am
looking forward to building on the strong foundation
his work has formed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2007:SET,
author = "Raymond Lister",
title = "Strangers, enemies, terms and taxonomies",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "12--13",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272856",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Lister07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "It may be apocryphal, but I have been told that in
some spoken languages the word for ``stranger'' is also
the word for ``enemy'' --- to fail to make such a
distinction must constrain one's behavior toward
strangers. Likewise, our thinking on educational issues
is constrained when we unaware of important
distinctions. In the following paragraphs, I provide a
potpourri of some my favorite terms and taxonomies that
make important educational distinctions. I make no
claim that these are the most useful distinctions.
Instead, I merely seek to illustrate the importance of
making distinctions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2007:RCW,
author = "Henry MacKay Walker",
title = "Reading and class work",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "13--14",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272858",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Walker07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Many years ago, I heard jokes about faculty
transcribing material from a textbook onto the
blackboard, students transcribing the board material
into their notes, and the content going through the
brains of neither.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Campbell:2007:RH,
author = "Robert D. Campbell",
title = "Reflections on a history",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "15--15",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272860",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Campbell07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "After working in the two-year college environment for
twenty-nine years, I've now relocated to The Graduate
Center of the City University of New York, and so this
will be my last column as Chair of the ACM Two-Year
College Education Committee. It's more than fitting to
use this opportunity to reflect on the auspicious
history of this Committee.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Eshet:2007:TOS,
author = "Yoram Eshet",
title = "Teaching online: survival skills for the effective
teacher",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "16--18",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272862",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Eshet07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "The rapid infiltration of instructional technologies
into educational systems and corporations, confront
teachers, trainers and instructors with situations that
require the utilization of an ever-growing assortment
of technical, cognitive, and sociological skills that
are necessary in order to perform effectively in
digital environments. These skills are termed
collectively 'digital literacy'. However, unlike the
common attitude towards digital literacy in most
studies of instructional technologies, it is more than
just the technical ability to use digital devices
properly. Digital literacy comprises a variety of
cognitive skills that are utilized when teaching or
learning at a distance, such as the ability to divide
attention between students in an online lecture, the
ability to teach effectively in a non-linear
environment, and the ability decipher information from
visual representations, as in user interfaces. In fact,
digital literacy has become today a ``survival skill''
for present-days teachers that use technology for
instruction; a key that helps them to employ
successfully complex instructional strategies in their
teaching.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Turner:2007:IEA,
author = "A. Joe Turner",
title = "{IFIP} educational activities",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "18--19",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272864",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Turner07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "This is the second in a series of columns about IFIP,
the International Federation for Information
Processing. In the previous (December 2006) column, we
discussed the general organization and scope of IFIP.
IFIP's members are computing societies, one per country
except for the USA, where both ACM and the IEEE
Computer Society are members.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Astrachan:2007:CAS,
author = "Owen L. Astrachan",
title = "Cutting apron strings",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "19--20",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272866",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Astrachan07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Moore's law tells us there has been more than a
thousand-fold increase in computing power in the last
twenty years. Most of us likely search our library and
(without too much exaggeration) the world while we sit
in a chair and type. The Human Genome Project and the
Sloan Digital Sky Survey are using the fruits of
computer science to map the genome and the universe.
The open source development model has transformed
software development, commerce, and science. Many of us
argue the merits of emacs compared to v1, why
objects-first has failed, and whether induction should
precede recursion. Something is wrong with this
picture.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kaczmarczyk:2007:WCD,
author = "Lisa C. Kaczmarczyk",
title = "We can do interdisciplinarity",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "20--21",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272868",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Kaczmarczyk07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "The year 2006 witnessed an unexpected milestone in my
life: my first encounter with Poison Ivy. Not that I
had never seen nor touched the infamous Rhus radicans
before. Quite the contrary. A committed nature lover
since birth, I have spent around four decades
gloriously bushwhacking, tree hugging, dirt digging,
bug chasing, rock clambering, and animal tracking. My
body has suffered many indignities with aplomb. In each
of these situations, I have watched with rapt attention
the scientific processes at work: the sucking sounds as
tweezers pull each cactus spine from my leg; the
predictable trajectory of chigger blisters aiming
towards their rendezvous on my toe with a fire-ant
bite.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Popyack:2007:NAC,
author = "Jeffrey L. Popyack",
title = "New alliances and continuing excellence",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "21--23",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272870",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Popyack07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Greetings, and welcome again to Upsilon Pi Epsilon
(UPE), the International Honor Society for the
Computing and Information Disciplines. This year has
seen some revisions in operating procedures, along with
new chapters, a new alliance, and another bumper crop
of awards to deserving students. Probably the most
exciting of our changes is the hope of bringing a
regular presence to the SIGCSE winter meeting. When the
ACM Computer Science Conference (CSC) ceased its annual
operation a decade ago, it left the International
Computer Programming Contest (ICPC) and UPE National
Meeting without a home. For many reasons, largely
fiscal matters and UPE's role in founding the ICPC, the
National Meeting has followed the ICPC. Unfortunately,
with SIGCSE and ICPC strong enough to stand on their
own without the former ``Computing Week'' umbrella,
these activities eventually diverged, leaving us with
very little connection to SIGCSE aside from an
occasional booth, and of course this column.
Fortunately, we are planning to test the waters at
SIGCSE 2008, which should bring us together with our
most natural constituency, computer science educators.
See you there!",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2007:RTD,
author = "Peter B. Henderson",
title = "Reflections on teaching discrete math for the first
time",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "24--24",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272872",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Henderson07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "You may recall that the guest authors for the last
Math CountS column were Rachelle DeCoste and Kevin L.
Huggins, United States Military Academy at West Point.
Rachelle and Kevin were each teaching, for the first
time, a section of discrete mathematics for cadets
majoring in computer science. Their contribution,
``Teaching Discrete Math for the First Time'' described
their thoughts and methods of preparing to teach this
course for the Fall 2006 team. That was to be the first
of two columns they will be contributing --- before and
after. Well, the ``after'' column was a bit longer than
anticipated, so they have submitted it as a regular
SIGCSE inroads paper entitled ``Reflections on Teaching
Discrete Math for the First Time''. Please look for it
in this issue, and I hope you will take some time to
read the article. You will find it very interesting and
informative.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2007:DA,
author = "David Ginat",
title = "Domino arrangements",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "24--25",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272874",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Ginat07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "The current issue's new challenge involves the
development of elegant recursive formulas. Recursive
formulation requires the specification of a task
instance by smaller task instances. Suitable and
insightful points of view may yield elegant and concise
specifications. The challenge requires such points of
view, in three levels of difficulty.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2007:NR,
author = "Nick Parlante",
title = "Nifty reflections",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "25--26",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272876",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Parlante07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Nifty Assignments are nice and everything, but it's
natural to wonder: Where are Nifty Assignments
weakest?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Huggins:2007:RTD,
author = "Kevin L. Huggins and Rachelle DeCoste",
title = "Reflections on teaching discrete math for the first
time",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "28--31",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272878",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#HugginsD07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Teaching a class for the first time is always a
challenge. Add to the new experience a team-teaching
approach and a professor teaching outside of his
comfort zone, and things get even more complicated. In
this article we evaluate our team-teaching of Discrete
Math to computer science majors at the United States
Military Academy. We share the aspects of the course
that we think were successful as well as those that we
would alter the next time around. This article should
help any instructor as he/she prepares to teach a new
course, particularly one in discrete mathematics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bennedsen:2007:FRI,
author = "Jens Bennedsen and Michael E. Caspersen",
title = "Failure rates in introductory programming",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "32--36",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272879",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#BennedsenC07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "It is a common conception that CS1 is a very difficult
course and that failure rates are high. However, until
now there has only been anecdotal evidence for this
claim. This article reports on a survey among
institutions around the world regarding failure rates
in introductory programming courses. The article
describes the design of the survey and the results. The
number of institutions answering the call for data was
unfortunately rather low, so it is difficult to make
firm conclusions. It is our hope that this article can
be the starting point for a systematic collection of
data in order to find solid proof of the actual failure
and pass rates of CS1.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lewis:2007:ABA,
author = "Clayton Lewis",
title = "Attitudes and beliefs about computer science among
students and faculty",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "37--41",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272880",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Lewis07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "What students think about a discipline --- its
structure, usefulness, and how it can be learned ---
plays an important role in shaping how they approach
it. Just as faculty aim to have students learn the
facts and skills of a discipline, so they may also want
to shape students' beliefs and attitudes. This study
reports the attitudes of undergraduate computer science
students early and late in the curriculum, and compares
them with the beliefs and attitudes of faculty in the
same department. The results show where students think
what faculty would like them to think, where they do
not, and whether there is evidence that senior students
agree more or less with faculty than do students in
introductory courses. The results can guide curricular
improvements.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stone:2007:IRW,
author = "Jeffrey A. Stone and Elinor M. Madigan",
title = "Integrating reflective writing in {CS\slash IS}",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "42--45",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272881",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#StoneM07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "The ability to communicate effectively is a critical
attribute for graduates of CS/IS programs. A challenge
for CS/IS educators is how best to create experiential
learning activities for students that allow for
enhanced learning outcomes. In this paper we summarize
a set of experiential learning activities coupled with
the use of reflective writing. These activities are
designed to build cognitive connections between
academic theory and real-world applications. Sample
experiences for both the freshmen and upper division
levels are described, as well as discussion of and the
results obtained from reflective writing activities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Solomon:2007:PSC,
author = "Justin Solomon",
title = "Putting the science into computer science: treating
introductory computer science as the study of
algorithms",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "46--49",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272882",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Solomon07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "This paper describes why the study of algorithms
should be a fundamental component of the standard
introductory computer science (CS) curriculum. By
shifting the focus of basic CS classes from
implementation to concept, educators can greatly
enhance student understanding and course relevance
despite rapidly-changing paradigms, technologies, and
programming languages. Teaching algorithms also
encourages the development of other more generalized
skills, including the scientific method,
problem-solving, modeling, and technical
communication.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Piattini:2007:ACQ,
author = "Mario Piattini and F{\'e}lix Garc{\'\i}a",
title = "Adapting the course ``quality of information systems''
to {E.H.E.A.} guidelines",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "50--53",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272883",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#PiattiniG07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Currently, organizations depend increasingly on the
quality of information systems (IS) for the achieving
of their main strategic goals. This is the driving
force behind providing Computer engineers with the
necessary training. We present some ideas and
experiences about how the teaching of the course
Information System Quality, which belongs to the
5$^{th}$ year of MSc degree in Computer Science, has
been adjusted and adapted so as to comply with the
directives of the European Higher Education Area
(EHEA). Important lessons and points to consider in the
future have come about from the above.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Edmondson:2007:HFP,
author = "Carol Edmondson",
title = "How to fail a programming assignment",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "54--56",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272884",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Edmondson07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Computer programming courses at university usually
require students to undertake assignments which involve
the submission of a working program by a particular
date. Each semester, for a variety of reasons, some
students fail these programming assignments. This paper
uses humour to illuminate some of the unsuccessful
approaches to programming assignments taken by some of
the computing students whom the author has taught.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Traver:2007:CUC,
author = "V. Javier Traver",
title = "Can user-centered interface design be applied to
education?",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "57--61",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272885",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Traver07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "The principles behind the discipline of Human-Computer
Interaction (HCI) may have applications well beyond the
design of artifacts or their interfaces. We argue that
the philosophy (and practice) of user-centered design
(UCD) can (and should) pervade most human activities.
Indeed, not only human-computer (and computer-mediated
human communication) but also human-human communication
may benefit from this perspective. In this paper we are
particularly concerned with the application of UCD to
the educational setting. The novel view in this work is
that formal teaching and learning (of anything, at any
level), might be improved if instructional design, in
analogy to the usual interface design, is
student-centered. The brief, but illustrative,
experience of the author in an HCI course for
university computer-science students is at the core
motivation of this reflective work.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Preston:2007:BLI,
author = "Christina Preston",
title = "Braided learning: investigating an emerging model of
online professional debate between international
educators",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "62--64",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272886",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Preston07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "This short paper highlights some of the features of
online debate in an established international
e-community of practice, The MirandaNet Fellowship. The
debate started by an ICT co-coordinator who requested
members online to send evidence within twenty-four
hours that will prevent his head from banning social
software on the school network. Salient features of
this braided text include the variety of participant
perspectives, the range of responses from different
cultures, the pragmatic experience expressed and the
demands for action. In the future, wikis might provide
the best environment for deeper online collaboration.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stolin:2007:SUC,
author = "Yuila Stolin and Orit Hazzan",
title = "Students' understanding of computer science soft
ideas: the case of programming paradigm",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "65--69",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272887",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#StolinH07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "The article presents a research that focused on how
the concept programming paradigm is understood in
general, and on the understanding of the following
three programming paradigms, in particular: functional,
procedural, and object-oriented. The research
population included seventeen prospective computer
science teachers who were participating in a
``Programming Paradigms'' course. Research observations
are organized within a framework that categorizes
students' thinking about the concept of programming
paradigm in three levels of abstraction.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dionisio:2007:OSS,
author = "John David N. Dionisio and Caskey L. Dickson and
Stephanie E. August and Philip M. Dorin and Ray Toal",
title = "An open source software culture in the undergraduate
computer science curriculum",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "70--74",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272888",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#DionisioDADT07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Open source software has made inroads into mainstream
computing where it was once the territory of software
altruists, and the open source culture of technological
collegiality and accountability may benefit education
as well as industry. This paper describes the Recourse
project, which seeks to transform the computer science
undergraduate curriculum through teaching methods based
on open source principles, values, ethics, and tools.
Recourse differs from similar projects by bringing the
open source culture into the curriculum
comprehensively, systematically, and institutionally.
The current state of the project is described, and
initial results from a pilot exercise are
presented.$^{(1)}$",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rafieymehr:2007:JVD,
author = "Ali Rafieymehr and Richard McKeever",
title = "{Java} visual debugger",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "75--79",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272889",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#RafieymehrM07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "We have developed a visual debugger for Java programs
(JVD) that makes use of smooth continuous graphical
animation and runtime state history retention to
display program state during execution, in order to
consider the viability of this approach in the context
of both software engineering and computer science
education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sattar:2007:DCJ,
author = "Abdul Sattar and Torben Lorenzen",
title = "Develop a compiler in {Java} for a compiler design
course",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "80--82",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272890",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#SattarL07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "The authors' Compiler Design course at Bridgewater
State College implemented a translator for a small
language using Java. The project was broken into five
assignments that included a language definition,
extension of this language, a lexical analyzer, a
recursive descent parser, and finally a code generator
that generated Jasmin assembly language code for the
JVM (Java Virtual Machine).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dorin:2007:LR,
author = "Philip M. Dorin",
title = "Laboratory redux",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "84--87",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272891",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Dorin07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "This article updates our earlier experiences with a
Programming Laboratory. It appears between an
introductory programming course and a two-semester
sophomore sequence in data structures and algorithms.
Although it was once organized around the notion of
algorithm paradigms (with Ada as the implementation
language), it has de-volved into a course that stresses
fundamentals of programming (with Java as our
programming language). Classes and objects, and the
design and implementation of unit tests, are now
considered to be part of the basic repertoire, and they
receive significant attention in the new format.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sarkar:2007:LCP,
author = "Nurul I. Sarkar and Trevor M. Craig",
title = "A low-cost {PIC} unit for teaching computer hardware
fundamentals to undergraduates",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "88--91",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272892",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#SarkarC07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "This paper describes a low-cost PIC16F84-based system
suitable for classroom demonstrations and laboratory
projects in undergraduate computer hardware courses.
The effectiveness of this system as an aid to student
learning and comprehension is also discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dairaine:2007:IRE,
author = "Laurent Dairaine and Guillaume Jourjon and Emmanuel
Lochin and Sebastien Ardon",
title = "{IREEL}: remote experimentation with real protocols
and applications over an emulated network",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "92--96",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272893",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#DairaineJLA07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "This paper presents a novel e-learning platform called
IREEL. IREEL is a virtual laboratory allowing students
to drive experiments with real Internet applications
and end-to-end protocols in the context of networking
courses. This platform consists in a remote network
emulator offering a set of pre-defined applications and
protocol mechanisms. Experimenters configure and
control the emulation and the end-systems behavior in
order to perform tests, measurements, and observations
on protocols or applications operating under controlled
specific networking conditions. A set of end-to-end
mechanisms, mainly focusing on transport and
application-level protocols, are currently available.
IREEL is scalable and easy to use thanks to an
ergonomic web interface.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Alhalabi:2007:SER,
author = "Wadee S. Alhalabi and Miroslav Kubat and Moiez A.
Tapia",
title = "Search engine ranking efficiency evaluation tool",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "97--101",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272894",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#AlhalabiKT07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "In view of the recent progress in the field of
internet search engines, there is a growing need for
mechanisms to evaluate the performance of these useful
and popular tools. So far, the vast majority of
researchers have relied on the information-retrieval
metrics of ``precision'' and ``recall'' that quantify
the occurrence of ``hits'' and ``misses'' in the
returned list of documents. What they fail to do is to
measure the quality of the ranking that the search
engine has provided. This paper wants to rectify the
situation. We discuss the issue in some detail, and
then propose a new mechanism that we believe is better
suited for our needs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yarmish:2007:RNP,
author = "Gavriel Yarmish and Danny Kopec",
title = "Revisiting novice programmer errors",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "131--137",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272896",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#YarmishK07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Although programmer errors have been investigated,
only a limited range of error types typically made by
novices have been scrutinized. In this paper we present
an expanded classification of the types of errors
considered in previous research. In particular,
problems which require the use of more difficult
program constructs such as nested loops, arrays,
recursion and functions have been somewhat neglected.
We hope this paper will encourage other researchers to
further analyze the types of errors advanced novices
will make and the types of misunderstandings which
underlie such errors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jimeno:2007:CYO,
author = "Roberto Jimeno and M. S. Jorge and L. Ortega-Arjona",
title = "Curb your objects!: an orthodox form for {C\#}
classes",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "138--141",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272897",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#JimenoJO07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "The Orthodox Form for C\# Classes (OFC\#C) is an idiom
proposed for the C\# programming language that intends
to provide its classes with a basic structure that
assures a predictable behavior for creation, copy, and
destruction of instances. When classes in C\# are
written it is desirable to build them in such a way
that their instances produce objects which behave in
predictable ways. Programmers tend to make mistakes
when their objects behave at run time in the same way
the they expect them to behave at write/compile time.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lomako:2007:LCP,
author = "Gennady Lomako",
title = "Learning computer programming and role of errors in
design",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "142--145",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272898",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Lomako07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Computer programming teaching should include problem
analysis and a hierarchical decomposition of objects
and actions that enable programmers to develop
meaningful models of objects and multi-layered
interfaces and thus be able to choose the level of
complexity and protection they need. Programmers are
expected to use error-detecting and correcting codes.
Application development should include evaluation
methods that could assess design solutions during
program development and avoid errors during program
execution. We discuss a software development and test
diagram and programming project requirements.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kopec:2007:DSI,
author = "Danny Kopec and Gavriel Yarmish and Patrick Cheung",
title = "A description and study of intermediate student
programmer errors",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "146--156",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272899",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#KopecYC07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "To date there has been considerable investigation into
the study of novice programmer errors. The research has
analyzed both syntactic and semantic errors. However,
the next level of programmers, who make more
sophisticated errors, the intermediate level
programmers, have been somewhat neglected. In this
paper, we focus on the nature of the errors which
intermediate level programmers make. The basis of our
study is the semantic approach. Here, we the study
problems which require more difficult program
constructs such as nested loops, arrays, recursion, and
functions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Anshel:2007:RME,
author = "Michael Anshel and Sarah Levitan",
title = "Reducing medical errors using secure {RFID}
technology",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "157--159",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272900",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#AnshelL07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "RFID technology can successfully be used to reduce
medical errors. This technology can aid in the accurate
matching of patients with their medications and
treatments. The enthusiasm for using RFID technology in
medical settings has been tempered by privacy concerns.
We discuss new encryption methods that address these
concerns.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Saad:2007:VRS,
author = "Mohamed K. Saad and Syed V. Ahamed",
title = "Vulnerabilities of {RFID} systems in infant abduction
protection and patient wander prevention",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "160--165",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272901",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#SaadA07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "This paper presents penetration attacks and abduction
drills conducted in a healthcare facility relying on
RFID security system to prevent infant abduction and
patient wander. The objective is to provide a better
understanding to the limitations and weaknesses
existing in the current used technology that is applied
in different hospitals, and to provide guidelines for
healthcare facility administration to change their
policies in a way that cover vulnerabilities that exist
in the current RFID security systems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sturm:2007:RCA,
author = "D. Sturm and R. S. Beiss",
title = "A root cause analysis interface for error reporting",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "166--170",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272902",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#SturmB07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "We describe a web-based interface that facilitates
entering and analyzing medical errors. It uses an
interactive causal tree-building component. The
interactive component allows a user to build a causal
tree with any number of events and antecedents. This
replaces a form-based approach that is limited to a
predetermined number of events and antecedents. After
the causal tree is completed, the user can save the
tree to a database. Causal trees can be retrieved and
rebuilt as well. We developed an algorithm that, given
a data bank of reported errors, will help detect
similar events. This facilitates recognizing patterns
of errors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ebrahimi:2007:WEA,
author = "Alireza Ebrahimi and Christina Schweikert and S.
Sayeed and S. Parham and H. Akibu and A. Saeed and W.
Parris",
title = "{Website} error analysis of colleges and universities
on {Long Island} in {New York}",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "171--176",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272903",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#EbrahimiSSPASP07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Websites are an important means of communication for
colleges and universities. Web-based presentations are
replacing traditional ways of disseminating
information. This study investigates the websites of 21
colleges and universities located on Long Island
(Nassau, Suffolk) as well as five additional schools,
four of which are Ivy League institutions. This
research developed a technique of web site analysis
known as 7X2 C's criteria, which are applied to seven
separate layers of website application and development.
The study concludes that the web sites of all the
included institutions have errors across all the layers
of the analysis to some degree that need to be
corrected. Some of these errors are crucial, especially
with regard to website search engines.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Quarless:2007:RFD,
author = "D. A. Quarless",
title = "Redundant features of design in blackboard {(LMS)} and
user error",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "177--179",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272904",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Quarless07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Assessment has become a ubiquitous and iterative
activity of education. Instructional computing in its
simplest terms involves the creation of integrated
toolkits (resources) for use in the learning process.
The increasing prevalence of Learning/Course Management
Systems in higher education is providing some new
opportunities to explore and assess the design of such
systems in reaching their purpose as integrated
platforms that create online learning environments.
Certain web-based design features have some likeliness
to result in user errors. Blackboard is such a case
study.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kopec:2007:FCS,
author = "Danny Kopec and Suzanne Tamang",
title = "Failures in complex systems: case studies, causes, and
possible remedies",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "180--184",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272905",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#KopecT07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Computers are the pervasive technology of our time. As
computers become critically tied to human life, it also
becomes more important that interactions with them are
under control. They are no longer a novelty, but are
integrated into the fabric of our world, performing
both high and low-level tasks. That is, computers may
be used to eliminate heavy, redundant work and more
sophisticated machines have been deployed to perform
remote surgery or detect subterranean landmines in
repopulated civilian areas. The increasing importance
of computers in our lives means that it is essential
that the design of computer systems incorporates
techniques that can ensure reliability, safety, and
security. This paper will examine technological mishaps
involving the use of computers. This review will
include notorious software bugs that have affected
finance, communication, transit, defense, health and
medicine and other systems or industries. The sequences
and etiology of these ``accidents'' will be discussed
as well as how catastrophes may be avoided in the
future through lessons and practices based on
artificial intelligence research.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Small:2007:DER,
author = "Margot Small",
title = "Design error and reusability",
journal = j-SIGCSE,
volume = "39",
number = "2",
pages = "185--187",
month = jun,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1272848.1272906",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:35 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Small07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Failure to account for the placement of components of
a complex system on different servers leads to problems
in reusability. We examine a case involving an
Enterprise JavaBean (EJB) application using Java 2
Platform, Enterprise Edition (J2EE). In creating an EJB
entity bean class to represent persistent data, the
designer assumed that all EJB client objects would be
local. Attempts by developers, whose programs were on
another server, to create an entity bean object,
failed. Lack of documentation by the original designer
and lack of training in use of entity beans led to long
delays in construction of new applications.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Curzon:2007:SFC,
author = "Paul Curzon",
title = "Serious fun in computer science",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "1--1",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268785",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Computer Science has been in crisis for several years.
Interest in studying it has dropped dramatically. We
can wring our hands, or we can do something about it.
Computer Science needs to engage with pure outreach:
selling the subject (for free). Our approach has been
to do this by just going out and having innovative fun.
This is more effective than selling specific courses or
institutions. CS is after all a naturally exciting,
innovative and thought-provoking subject (Oh, and by
the way there are good jobs at the end too). We see it
as a Renaissance subject (so who cares what it's called
or which variation the future depends on). It sits in a
unique position, centrally connected to all of the
sciences, arts and humanities. We are passionate about
science generally, so we go out and spread that
enthusiasm about it all. What have we been doing? There
is cs4fn (www.cs4fn.org) a website and magazine that
we've been writing for the sheer enjoyment of it;
Sodarace (www.sodarace.net) where over 130 000
registered humans and computers compete in an online
Olympics; Brain Academy (www.brainacademy.qmul.ac.uk),
the Compute-Ability competition with career enhancing
prizes; research talks for kids on Artificial
Intelligence, women in technology, disability and
mutant super-hero powers (actually its about search
algorithms) and so on; a Computer Science Magic show
(you have to promise not to tell anyone the secrets);
and exhibits at the Royal Society Summer Exhibition on
mathematical illusions and their link to computer
science (www.cs4fn.org/illusions). We build brains that
play Snap from rope and toilet roll, and introduce a
piece of paper more intelligent than anyone in the
room. Kids act out Turing Tests (can you tell the human
from the robot?), and we challenge them to solve
puzzles with CS twists. We do real research too of
course: a spin-out of our EPSRC funded research project
on Human Error and Interactive Systems includes an
online SpaceInvaders game-experiment
(www.cs4fn.org/humanerror) the data from which helps us
understand the causes of human error: can you
consistently avoid making the mistake that will blow up
your ship and lose all your points?. What age group
should we be targeting? Sixth formers? A major issue is
that school ICT, vital as it is, gives a poor
impression of how being a computer scientist is about
being an innovative, creative, computational thinker.
By the sixth form it is too late. It is the younger
kids we have to get the message to. An early experiment
has been teaching a version of a graduate level course
on usability evaluation to primary school kids
(www.cs4fn.org/manorside). They proved to be very
innovative and ``amazing'', ``will stay in my mind
forever'', ``I want to teach others in the school what
we did'' were some of their comments. Our approach
works: teachers, industry and the International Review
of ICT have commended us \& and we have seen an
increase in undergraduate applications of over 130\% in
2 years. Not bad when we are just having fun: serious
fun.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{vanderKuyl:2007:WAC,
author = "Chris van der Kuyl",
title = "Where have all the computer scientists gone?",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "2--2",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268786",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In recent years Universities all over the UK have been
bemoaning the lack of undergraduates studying Computer
Science. Is this all because of the internet bubble
bursting or is Computer Science Education as we know it
irrelevant? Professor van der Kuyl will explore these
thoughts and look at the factors behind some of the
more successful Computer Science degrees in recent
years. In addition, he will explore the demand side of
Computer Science education and pose the question:
``What do employers really want?'', as opposed to:
``What do employers think they want?.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hanson:2007:ITC,
author = "Vicki L. Hanson",
title = "Inclusive thinking in computer science education",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "3--3",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268787",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "On average, one in every five people has a disability.
There is a growing, worldwide attention to the rights
and needs of disabled users to access information
technologies (IT). This technology is not simply for
recreational use, but in many cases is a disabled
user's lifeline to services and a path to employment.
To address this issue, there has been enactment of
legislation in countries worldwide aimed at making
technology accessible. Such legislation has led to the
creation of standards, guidelines, and checklists for
accessibility, with the goal of having a common
understanding of what is needed to make IT accessible
and thereby enabling developers to create accessible
applications. Despite these efforts, however,
technology remains largely unusable for people with
disabilities. A number of factors may contribute to
this state. Here we consider one of the key
factors--that developers, in large part, do not
understand and are not attuned to the needs of disabled
users. The checklists are not intuitive and provide
developers with little insight into the very real
problems that disabled users have with computing.
Moreover, these checklists address issues of
``compliance'', but do not meet the needs of a large
number of users whose needs fall outside of traditional
accessibility concerns. Older adults are an excellent
example of users whose needs are often not considered
during development. A conference theater event will
highlight computer use by persons with disabilities.
Following up on that event, inclusive design in
computer science education will be considered. The
focus will be on populations that are often not
considered in the design process.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Doerschuk:2007:PSC,
author = "Peggy Doerschuk and Jiangjiang Liu and Judith Mann",
title = "Pilot summer camps in computing for middle school
girls: from organization through assessment",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "4--8",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268789",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "It is a well-known fact that women are
under-represented in computing, and that trend has been
worsening. In recent years, very few entering female
freshmen have expressed an interest in computer
science. Research has shown that girls lose interest in
computing at an early age. If we are to fill the
pipeline with women we must reach out to girls to
remove the hurdles and dispel the misconceptions that
turn them away from computing. This paper describes our
experience in conducting pilot summer camps in
computing for middle school girls. It covers the whole
process, from conception through assessment, including
how we worked with local schools to organize and devise
the content of the camps, and how the camps were
funded, conducted, advertised and assessed. We include
lessons learned from this experience to benefit those
who want to implement such camps. Other organizations
can use the information in this paper to guide them in
developing similar programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Peckham:2007:BPC,
author = "Joan Peckham and Lisa L. Harlow and David A. Stuart
and Barbara Silver and Helen Mederer and Peter D.
Stephenson",
title = "Broadening participation in computing: issues and
challenges",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "9--13",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268790",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In this paper we survey the literature to identify the
issues and challenges of broadening participation in
computer science, and provide some suggestions to
address these challenges. Our attention focuses on
redefining the way we approach computing education so
that we can successfully entice students to computing
that have not traditionally participated, thereby
promoting diversity and increasing the total numbers of
computing professionals. Based on the literature
review, we propose an interactional model from the
social sciences to inform the way in which we might
restructure and broaden the definition of computing and
provide some examples of strategies that we have found
to be successful in practice.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cannon:2007:SAR,
author = "Kelly R. Cannon and Katherine A. Panciera and Nikolaos
P. Papanikolopoulos",
title = "Second annual robotics summer camp for
underrepresented students",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "14--18",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268791",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "The University of Minnesota Center for Distributed
Robotics and the Digital Technology Center hosted the
second annual Technology Day Camp, a week long camp
targeting underrepresented students such as girls,
African Americans, and Hispanics from the Twin Cities
metro area. Students were surveyed prior to the camp
revealing a strong proclivity towards math and science,
but a resistance to the perceived lifestyle of computer
scientists. With an emphasis on the college experience,
building hardware, creating software, and interacting
with robots, the camp implemented proposed changes from
the previous year as well as new activities with a
special emphasis on robotics. The successes and
failures are discussed in an effort to provide insight
for organizations hosting similar programs, new
research questions are presented, and a materials list
is provided.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goldwasser:2007:INP,
author = "Michael H. Goldwasser and David Letscher",
title = "Introducing network programming into a {CS1} course",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "19--22",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268793",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Incorporating advanced programming concepts into an
introductory programming course has to be done
carefully to avoid overwhelming the students. We
describe our experiences doing network programming in a
CS1 course taught in Python. The simplicity of the
built-in libraries allowed a fair amount of networking
to be introduced in a week-long module of the course.
In this short time we had the students writing both
multithreaded clients and servers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dodds:2007:BFC,
author = "Zachary Dodds and Christine Alvarado and Geoff
Kuenning and Ran Libeskind-Hadas",
title = "Breadth-first {CS} 1 for scientists",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "23--27",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268794",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This paper describes an introductory CS course
designed to provide future scientists with a
one-semester overview of the discipline. The course
takes a breadth-first approach that leverages its
students' interest and experience in science,
mathematics, and engineering. In contrast to many other
styles of CS 1, this course does not presume that its
students will study more computer science, but it does
seek to prepare them should they choose to do so. In
addition to describing the curriculum and resources, we
summarize our preliminary assessments of this course
and a comparison with the more traditional,
imperative-first introduction it replaced. The data
thus far suggest that this CS for Scientists course
improves our students' understanding of CS, its
applications, and practice.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Buechley:2007:TCE,
author = "Leah Buechley and Mike Eisenberg and Nwanua Elumeze",
title = "Towards a curriculum for electronic textiles in the
high school classroom",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "28--32",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268795",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This paper proposes a curriculum for a high school
e-textile course-a curriculum rooted in our experiences
in developing an e-textile construction kit and in
holding several courses and workshops with these
materials. The paper briefly describes the e-textile
kit and reports on our teaching experiences, reflecting
on the relationship between the evolving tools and
curriculum and our user experiences.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Miller:2007:TAI,
author = "James Miller and Michael Smith",
title = "A {TDD} approach to introducing students to embedded
programming",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "33--37",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268797",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Learning embedded programming is a highly demanding
exercise. The beginner is bombarded with complexity
from the start: embedded production based around a
myriad of C++ constructs with low-level elements
integrated onto ever more complicated processor
architectures. The picture is further compounded by
tool support having unfamiliar roles and appearances
from previous student experiences. This demanding
situation often has the student bewildered; seeking for
``a crutch'' or the simplest way forward regardless of
the overall consequences. To control this potentially
chaotic picture, the instructor needs to introduce
devices to combat this complexity. We argue that test
driven development (TDD) should become the instructor's
principal weapon in this fight. Reasons for this belief
combined with our, and the students', experiences with
this novel approach are discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sheehan:2007:TOS,
author = "Robert J. Sheehan",
title = "Teaching operating systems with {Ruby}",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "38--42",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268798",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Dynamic languages have regained enormous popularity in
recent years. One of the principal dynamic programming
languages, Ruby, has been used as the language for
assignment work and the presentation of concepts in an
introductory Operating Systems course. This was a
strange choice for a systems course but there were
several good reasons for the choice including the ease
with which Ruby provides access to Unix commands and
system calls. After some initial problems, the change
has been very successful and demonstrates that even in
the core courses of a Computer Science curriculum
dynamic programming languages have benefits.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Oechsle:2007:CAO,
author = "Rainer Oechsle and Kay Barzen",
title = "Checking automatically the output of concurrent
threads",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "43--47",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268799",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Assessing automatically students' solutions to
concurrent programming assignments by looking at the
produced output is a crucial and error-prone task. On
the one hand a student's program may coincidentally
produce a correct output although the program is
faulty; the program could also produce invalid output
which does not happen to be observed even when the
program is run several times. On the other hand the
synchronization in a student's program may be too
strong, leading to a situation where certain correct
outputs can never be generated. This paper presents an
approach for checking automatically the output of
concurrent threads for correctness. The basic idea is
that we provide special implementations of
synchronization primitives like semaphores that use
vector timestamps. Every output action of a thread is
tagged by its vector timestamp. Therefore it can be
decided whether two output actions are causally related
(they can occur only in the order which was actually
observed because of an underlying synchronization), or
whether two output actions are not causally related,
i.e., concurrent (they may happen in any order). The
output of a student's program is represented as a
graph. The correctness check consists of a comparison
between the expected graph and the observed graph.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stallmann:2007:PAE,
author = "Matthias F. Stallmann and Suzanne P. Balik and Robert
D. Rodman and Sina Bahram and Michael C. Grace and
Susan D. High",
title = "{ProofChecker}: an accessible environment for automata
theory correctness proofs",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "48--52",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268801",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "ProofChecker is a graphical program based on the
notion of formal correctness proofs that allows
students, both sighted and visually impaired, to draw a
deterministic finite automaton (DFA) and determine
whether or not it correctly recognizes a given
language. Sighted students use the mouse and graphical
controls to draw and manipulate the DFA. Keyboard
shortcuts, together with the use of a screen reader to
voice the accessible descriptions provided by the
program, allow visually impaired students to do the
same. Because the states of a DFA partition the
language over its alphabet into equivalence classes,
each state has a language associated with it.
Conditions that describe the language of each state are
entered by the student in the form of conditional
expressions with function calls and/or regular
expressions. A brute-force approach is then used to
check that each state's condition correctly describes
all of the strings in its language and that none of the
strings in a state's language meet the condition for
another state. Feedback is provided that either
confirms that the DFA correctly meets the given
conditions or alerts the student to a mismatch between
the conditions and the DFA. A student's DFA can be
saved in an XML file and submitted for grading. An
automated checking tool, known as ProofGrader, can be
used to compare a student's DFA with the correct DFA
for a given language, thus greatly speeding up the
grading of student assignments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Korte:2007:LGB,
author = "Laura Korte and Stuart Anderson and Helen Pain and
Judith Good",
title = "Learning by game-building: a novel approach to
theoretical computer science education",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "53--57",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268802",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This paper describes an innovative method for teaching
modelling skills in theoretical computer science (e.g.,
finite state automata, Turing machines). Students
acquire a new modelling skill by completing a
game-building assignment in which there is a direct and
transparent mapping between the game that the student
is building and the model in the framework they are
trying to master. Through this constructionist
approach, the student not only learns by doing, which
potentially contributes to understanding, but there is
also a significant element of personalization and
choice present, which has the potential to increase
both motivation and performance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rodger:2007:IIS,
author = "Susan H. Rodger and Jinghui Lim and Stephen Reading",
title = "Increasing interaction and support in the formal
languages and automata theory course",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "58--62",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268803",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "The introduction of educational software such as JFLAP
into the course Formal Languages and Automata (FLA) has
created a learning environment with automatic feedback
on theoretical topics. In this paper we show how we
further increase the interaction in the FLA course with
the expansion of additional theoretical topics in
JFLAP, and how we have added grading support into JFLAP
for instructors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Helmick:2007:IBP,
author = "Michael T. Helmick",
title = "Interface-based programming assignments and automatic
grading of {Java} programs",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "63--67",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268805",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "AutoGrader is a framework developed at Miami
University for the automatic grading of student
programming assignments written in the Java programming
language. AutoGrader leverages the abstract concept of
interfaces, as implemented by the Java interface
language construct, in both the assignment and grading
of programming assignments. The use of interfaces
reinforces the role of procedural abstraction in
object-oriented programming and allows for a common API
to all student code. This common API then enables
automatic grading of program functionality. AutoGrader
provides a simple instructor API and enables the
automatic testing of student code through the Java
language features of interfaces and reflection.
AutoGrader also supports static code analysis using PMD
[4] to detect possible bugs, dead code, suboptimal, and
overcomplicated code. While AutoGrader is written in
and only handles Java programs, this style of automated
grading is adaptable to any language that supports (or
can mimic) named interfaces and/or abstract functions
and that also supports runtime reflection.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thomas:2007:CAA,
author = "Pete G. Thomas and Neil Smith and Kevin G. Waugh",
title = "Computer assisted assessment of diagrams",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "68--72",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268806",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In this paper, we describe an approach to the grading
(marking) of graph-based diagrams. The work is an
application of a framework for the computer
interpretation of imprecise diagrams (which students
produce in response to assessment questions). We
describe the interpretation framework and how it has
been applied in the domain of entity-relationship
diagrams used in data modeling. In our approach to
grading, student diagrams are compared to specimen
solutions representing correct solutions to an
assessment question. The comparison between a student
diagram and a specimen solution diagram results in a
matching of the two diagrams from which a grade is
computed. The comparison matching is used to provide
graphical feedback on the correctness of the student
diagram. The approach has been applied to a test corpus
of 394 diagrams produced in answer to an examination
question with some good results: 91\% of all
automatically produced grades were within 0.5 of a mark
of the human graders. However, when supertype-subtype
associations are present, the performance drops to
around 87\%. The paper concludes with a discussion of
some applications of the marker.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ji:2007:SCL,
author = "Jeong-Hoon Ji and Gyun Woo and Hwan-Gue Cho",
title = "A source code linearization technique for detecting
plagiarized programs",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "73--77",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268807",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "It is very important to detect plagiarized programs in
the field of computer science education. Therefore,
many tools and algorithms have been developed for this
purpose. Generally, these tools are operated in two
phases. In phase 1, a program plagiarism detecting tool
generates an intermediate representation from a given
program set. The intermediate representation should
reflect the structural characterization of the program.
Most tools use the parse tree or token sequence by
intermediate representation. In phase 2, the program
looks for plagiarized material and evaluates the
similarity of two programs. It is helpful to announce
the plagiarized metarials between two programs to the
instructor. In this paper, we present the static
tracing method in order to improve program plagiarism
detection accuracy. The static tracing method
statically executes a program at the syntax-level and
then extracts predefined keywords according to the
order of the executed functions. The result of
experiment proves this method can detect plagiarism
more effectively than the previously released
plagiarism detecting method.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Armstrong:2007:RLD,
author = "Helen Armstrong and Iain Murray",
title = "Remote and local delivery of {Cisco} education for the
vision-impaired",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "78--81",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268809",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Vision-impaired students face tremendous obstacles in
their quest to access learning materials delivered in
web-based and other electronic formats. The
predominance of visual prompts, use of flash and
animation and the inability of screen reading
applications to interpret images all contribute to make
much of the current e-learning materials associated
with computing studies inaccessible by blind or
vision-impaired students. This paper describes a
university research project undertaken to improve the
accessibility of Cisco e-learning materials for
vision-impaired computing students. All the network
architecture which supports the delivery of the Cisco
courses to both local and remote vision-impaired
students is also presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Freire:2007:USR,
author = "Andr{\'e} Pimenta Freire and Renata Pontin de Mattos
Fortes and Debora Maria Barroso Paiva and Marcelo
Augusto Santos Turine",
title = "Using screen readers to reinforce {Web} accessibility
education",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "82--86",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268810",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This paper discusses an approach for Web accessibility
education tacking advantage of short introductory
courses. In this approach, screen readers were used to
all immerse students in the problems experienced by
blind users while using the Web. Experimental results
from an evaluation exercise carried out by students
showed all that the use of all screen readers was
helpful to better understand and to reinforce the
concepts of Web accessibility.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Calder:2007:TDS,
author = "Matt Calder and Robert F. Cohen and Jessica Lanzoni
and Neal Landry and Joelle Skaff",
title = "Teaching data structures to students who are blind",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "87--90",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268811",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "We present our work in assisting students who are
blind to understand fundamental data structures. We
have developed a system called PLUMB EXTRA$^3$
(EXploring data sTRuctures using Audible Algorithm
Animation) that conveys an algorithm animation using
audio cues and speech. This extends our earlier work on
presenting graphs to users who are blind.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Alstes:2007:VLR,
author = "Anton Alstes and Janne Lindqvist",
title = "{VERKKOKE}: learning routing and network programming
online",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "91--95",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268813",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "We present an Online Teaching Environment (OTE) that
supports ``learning by doing'' philosophy in teaching
telecommunications software and routing. ``Learning by
doing'' is achieved by giving students a programming
assignment that introduces them to socket programming
and gives them the opportunity to practice implementing
simplified routing protocols. The OTE creates
individual assignments for students, accepts solution
submissions via the Internet, and, finally, checks the
assignments automatically. The system also notifies the
students of possible mistakes in their solutions, so
they can learn from their mistakes, fix them and
resubmit the corrected solutions. The teacher needs
only to start the system when the course begins and
verify the assignment results when students have
finished their work. The OTE is compatible with modern
learning management systems through its adherence to
the SharableContent Object Reference Model (SCORM)
specification. The OTE supports intricate and realistic
programming assignments through representative topology
generation and sophisticated network simulation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Oliver:2007:UDT,
author = "Iain Oliver and Kristoffer Getchell and Alan Miller
and Colin Allison",
title = "Using disruptive technology for explorative learning",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "96--100",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268814",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Computer Networking is the subject that enables us to
build and understand the Internet which in turn lies at
the heart of many social and economic transformations
that are central to modern society. At the subject's
core are the protocols for sending and receiving
packets and reporting errors. Although it is a dynamic
and naturally engaging subject there are significant
barriers which make it difficult for a student to
engage realistically with network protocols. These can
be categorised as barriers of time, space and access.
From the perspective of time, many of the interactions
occur at timescales that are outside of the range of
human perception; from the perspective of space, a
student will be situated in one location which will
often define their view of the network; from the
perspective of access, interaction with network
protocols is mediated through libraries provided by
operating systems which in turn require the use of
programming languages to manipulate. This paper
advocates the use of disruptive technology, based on
the PlanetLab overlay network to support explorative
approaches to learning about Computer Networking.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brown:2007:VBS,
author = "Christian Brown and Chris McDonald",
title = "Visualizing {Berkeley} socket calls in students'
programs",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "101--105",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268815",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "The Berkeley Sockets API is a library of functions,
macros, and data structures enabling a program to
initiate and manage network communication between two
or more processes on the same machine, or across a
network of machines. The API is the main mechanism by
which programs communicate with the operating system's
TCP/IP stack and thereby with almost all Internet
services and programs. Socket programming opens a new
realm of development for Computer Science students as
they are able to create programs that can communicate
via the Internet. However, while learning, students
frequently misuse the sockets API or have difficulty
understanding where run-time and logic errors in their
code occur. Students learning about sockets are
typically presented with a series of static diagrams in
textbooks that increase in complexity with each
progression. These diagrams may not allow the reader to
easily comprehend the transition between each step, nor
understand which functions in the API perform the
events. Space constraints in textbooks often limit a
sequence of diagrams to two or three, whereas over 10
calls to the sockets API are often necessary to
initiate and undertake communication. Surprisingly,
there are no effective tools or general techniques for
debugging students' socket programs. In this paper we
present a software solution to visualize the execution
of students' programmed interactions with the Berkeley
Sockets API. The tool accepts the source code of two or
more networking programs and compiles them in such a
way that, at run-time, their calls to the socket API
and related functions are displayed, together with an
annotation of activity and error conditions. The
program is not simply a static simulator --- it
provides a means to visualize the network events in
actual student developed program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Liffick:2007:YCT,
author = "Blaise W. Liffick and Gary Zoppetti",
title = "You can take it with you: profile transportability",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "106--110",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268817",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This paper describes the Personal Portable Profile
(P$^3$ ) system, which captures the characteristics of
a user profile from one computer and copies them to a
second computer. This is accomplished through an
auto-run program stored on a UD-RW flash drive device.
Such a system will be useful for those with
disabilities by allowing them to easily set the
interaction characteristics of any computer they
encounter to their ``home'' settings.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Norte:2007:VLK,
author = "St{\'e}phane Norte and Fernando Gra{\c{c}}a Lobo",
title = "A virtual logo keyboard for people with motor
disabilities",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "111--115",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268818",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In our society, people with motor impairments are
often times socially excluded from their environment.
This is unfortunate because every human being should
have the possibility to obtain the necessary conditions
to live a normal life. Although there is technology to
assist people with motor impairments, few systems are
targeted for programming environments. We have created
a system, called Logo Keyboard,to assist people with
motor disabilities to program with the Logo programming
language. With this special keyboard we can help more
people to get involved into computer programming and to
develop projects in different areas.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Distasio:2007:ICS,
author = "Joseph Distasio and Thomas Way",
title = "Inclusive computer science education using a
ready-made computer game framework",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "116--120",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268820",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Leveraging the prevailing interest in computer games
among college students, both for entertainment and as a
possible career path, is a major reason for the
increasing prevalence of computer game design courses
in computer science curricula. Because implementing a
computer game requires strong programming skills, game
design courses are most often restricted to more
advanced computer science students, yet real game
design involves a diverse and creative team. This paper
reports on a ready-made game design and experimentation
framework, implemented in Java, which makes game
programming more widely accessible. This framework,
called Labyrinth, enables students at all programming
skill levels to participate in computer game design. We
describe the architecture of the framework, and discuss
programming projects suitable for a wide variety of
computer science courses, from capstone to non-major.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barnes:2007:GBC,
author = "Tiffany Barnes and Heather Richter and Eve Powell and
Amanda Chaffin and Alex Godwin",
title = "{Game2Learn}: building {CS1} learning games for
retention",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "121--125",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268821",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This paper presents Game2Learn, an innovative project
designed to leverage games in retaining students in
computer science (CS). In our two-pronged approach,
students in integrative final-year capstone courses and
summer research experiences develop games to teach
computer science, which, in turn, will be used to
improve introductory computing courses. Our successful
model for summer undergraduate research and capstone
projects engages students in solving the computing
retention problem, allows them to quickly create games,
and instructs students in user- and learner-centered
design and research methods. Results show that this
method of building games to teach engages students at
multiple levels, inspiring newer students that one day
their homework may all be games, and encouraging
advanced students to continue on into graduate studies
in computing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tharp:2007:IIR,
author = "Alan L. Tharp",
title = "Innovating: the importance of right brain skills for
computer science graduates",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "126--130",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268823",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This paper discusses the importance of teaching
innovating skills in a computer science (CS)
curriculum. The world is changing from a
knowledge-based economy which depends upon the
traditional left-brain skills to an innovation-based
economy which relies more on right brain skills. The
traditional skills taught in a CS curriculum remain
very important to the success of its graduates.
However, these skills now need to be augmented with
innovating skills. The observations from teaching such
a course and the plans for the future of the course are
presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pedroni:2007:FDC,
author = "Michela Pedroni and Manuel Oriol and Bertrand Meyer",
title = "A framework for describing and comparing courses and
curricula",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "131--135",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268824",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Curriculum and course planning is a key step in
developing quality educational programs, but current
practices very often lack a systematic approach. This
article addresses this issue by refining and expanding
the concept of Testable, Reusable Unit of Cognition
(Truc). The methodology allows modeling courses and
verifying compliance of a given course to a given
description. It also makes it possible to describe
precisely what students have previously learned and, as
a result, adapt the teaching to their specific needs.
The article presents a case study of comparing a subset
of two introductory programming textbooks and describes
the application TrucStudio that supports the
methodology.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Papadopoulos:2007:CBI,
author = "Pantelis M. Papadopoulos and Stavros N. Demetriadis
and Ioannis G. Stamelos",
title = "Case-based instruction on the {Web} for teaching
software project management",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "136--140",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268826",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Software project management (SPM) is an ill-structured
domain, where past experiences of project management
can become valuable learning resources for novices. To
support instruction in the domain, we have developed
the eCASE-SPM Web environment, for engaging students in
case-based instruction and help them develop SPM
related problem solving skills. This work presents
major design issues of the environment and initial
research results regarding (a) a student-based
evaluation, connecting also students' attitudes to
their learning styles, and (b) the learning
effectiveness of the environment, investigating the use
of embedded question prompts as students' cognitive
scaffolds. Results so far reveal interesting
interactions between students' learning styles and
their attitudes towards learning in the eCASE-SPM
environment. Furthermore, there is strong indication
that using question prompts may have beneficial effect
on students' learning and problem solving abilities,
although fading out of the scaffolding should be
implemented to moderate students' workload.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bower:2007:ISA,
author = "Matt Bower",
title = "Independent, synchronous and asynchronous an analysis
of approaches to online concept formation",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "141--145",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268827",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This paper compares and contrasts three different
approaches to pre-class concept formation in an online
computing course. In the initial third of the semester
students made individual responses to sets of weekly
pre-class tutorial style questions. In the following
four weeks a virtual classroom was used to facilitate
the synchronous construction of group responses to the
same type of activities. In the final third of semester
a wiki was used to provide an asynchronous means of
composing group responses to the pre-class tutorial
questions. The different patterns of student
contribution and interaction that resulted from each
mode are described. Implications for concept formation
specifically and learning generally are discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Helmick:2007:IOC,
author = "Michael T. Helmick",
title = "Integrated online courseware for computer science
courses",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "146--150",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268828",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Computer Science CourseWare (CSCW) is a Web-based
integrated online courseware system for the management
of computer science courses developed by the Miami
University Department of Computer Science and Systems
Analysis. The system is designed to support a unified
student experience for content delivery and programming
(and general) assignment management. CSCW promotes
incremental development through rapid feedback for
students with its integrated Java style checking (using
PMD [2]) and automatic grading capabilities. CSCW
integrates with existing version control infrastructure
(using Subversion [4]) and authentication
infrastructure (LDAP or custom plug-in) to minimize
administration. Paperless handling of programming
assignments is encouraged with the ability for precise
feedback to be entered by instructors for student
consumption. CSCW focuses on the needs of courses using
computer programs as a primary assessment measure. CSCW
is actively being used at Miami University.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Muller:2007:POI,
author = "Orna Muller and David Ginat and Bruria Haberman",
title = "Pattern-oriented instruction and its influence on
problem decomposition and solution construction",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "151--155",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268830",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Novices often experience difficulties in problem
analysis and solution construction. Pattern-oriented
instruction (POI) is a pedagogical approach based on
incorporating patterns into instruction design. It is
well-grounded in cognitive theories concerning
knowledge construction and organization as well as the
acquisition of expertise in problem solving. We show
that the incorporation of algorithmic patterns through
POI may enhance the construction of algorithmic
problem-solving knowledge. Findings of a comparative
research study showed that novices who studied
according to the POI approach exhibited better
problem-solving competence than those who studied in a
traditional manner. Specifically, they were more
competent in problem decomposition and solution
construction.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McCartney:2007:SSS,
author = "Robert McCartney and Anna Eckerdal and Jan Erik
Mostrom and Kate Sanders and Carol Zander",
title = "Successful students' strategies for getting unstuck",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "156--160",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268831",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Students often ``get stuck'' when trying to learn new
computing concepts and skills. In this paper, we
present and categorize strategies that successful
students found helpful in getting unstuck. We found
that the students reported using a broad range of
strategies, and that these strategies fall into a
number of recognizably different categories.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2007:HDF,
author = "David Ginat",
title = "Hasty design, futile patching and the elaboration of
rigor",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "161--165",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268832",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "``Two wrongs don't make a right.'' In the last two
years, we observed repeated hasty designs, followed by
futile patching of programming solutions, which yielded
(and re-yielded) erroneous outcomes. In this paper, we
illuminate and illustrate diverse characteristics of
these undesired design and patching phenomena, and
offer a didactic approach of using them for elaborating
students' awareness of rigor. We advocate such an
elaboration in textbooks and teaching materials, as one
may learn and benefit from the wrong way no less than
the right one.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sanders:2007:CGO,
author = "Kate Sanders and Lynda Thomas",
title = "Checklists for grading object-oriented {CS1} programs:
concepts and misconceptions",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "166--170",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268834",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In this paper, we begin by considering object-oriented
programming concepts and typical novice misconceptions
as identified in the literature. We then present the
results of a close examination of student programs, in
an objects-first CS1 course, in which we find concrete
evidence of students learning these concepts while also
displaying some of these misconceptions. This leads to
the development of two checklists that educators can
use when designing or grading student programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Vilner:2007:FCC,
author = "Tamar Vilner and Ela Zur and Judith Gal-Ezer",
title = "Fundamental concepts of {CS1}: procedural vs. object
oriented paradigm --- a case study",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "171--175",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268835",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "For some time, there has been an ongoing debate among
Computer Science (CS) educators about the advantages
and disadvantages of the shift from the procedural to
the Object-Oriented (OO) paradigm. In our institution,
we decided to implement this shift in the year 2005,
when we changed our introductory course and started,
right from the beginning, to teach the Java language,
instead of the procedural facet of C++. While we still
offered the two different paradigms in parallel, we had
two similar groups each taking one of the paradigms.
These two groups served as the research population of
the study we describe in this paper. We examined
whether the shift from the procedural to the OO
paradigm had an effect on students' perception of
fundamental concepts taught in the introductory
course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tremblay:2007:ISP,
author = "Guy Tremblay and Bruno Malenfant and Aziz Salah and
Pablo Zentilli",
title = "Introducing students to professional software
construction: a ``software construction and
maintenance'' course and its maintenance corpus",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "176--180",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268837",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "It is widely accepted that there is more to software
construction than basic programming skills.
Professional software construction involves not only
understanding some theoretical concepts, but also
mastering appropriate tools and practices. In this
paper, we present an undergraduate course in Software
Construction and Maintenance, developed with the goal
of introducing students to those key concepts, tools
and practices. We first outline the content of that
course, explaining how it fits within our undergraduate
program. We then present a key element of that
course-namely, its maintenance corpus along with its
testing frameworks-used to concretely introduce
students to various tools and practices, e.g.,
automatic test execution, build and configuration
management, source code documentation, use of
assertions, etc.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Honig:2007:COE,
author = "William L. Honig and Tejasvini Prasad",
title = "A classroom outsourcing experience for software
engineering learning",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "181--185",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268838",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Outsourcing of software development is a key part of
globalization, oft misunderstood by computer science
students, and possibly a cause of declining enrollments
in the field. The authors developed and implemented an
outsourcing experience for students in an advanced
software engineering course. Student teams at two
universities developed game playing programs and
outsourced key parts of their systems to the other
university. Results show students improved their
understanding of outsourcing, developed better
appreciation for the importance of software engineering
techniques, and created ad hoc communication protocols
between teams. The paper concludes with recommendations
for expanding the approach used to other universities
to create a more inclusive computer science and
software engineering teaching environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Zhang:2007:BTO,
author = "Mingrui Zhang and Chi-Cheng Lin and Gayle Olsen and
Barbara Beck",
title = "A bioinformatics track with outreach components",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "186--190",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268840",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Bioinformatics is a discipline that uses computational
tools and computer technologies to model, analyze,
present, and visualize biological data. In this paper,
we discuss the design of a bioinformatics track within
the computer science curriculum at Winona State
University's Rochester campus. We also developed a
bioinformatics course and used it as a mechanism for
computer science outreach. Our outreach program is
designed to target 6th to 12$^{th}$ grade science
teachers and help them develop K-12 science projects
with bioinformatics components.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Govender:2007:CRR,
author = "Desmond Wesley Govender and Manoj Maharaj",
title = "Challenges with respect to the e-readiness of
secondary school teachers in {KwaZulu--Natal, South
Africa}",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "191--195",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268841",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In this study the authors investigate the challenges
facing the provincial department of education with
respect to the e-Readiness of secondary school teachers
in the Province of KwaZulu-Natal, South Africa. The
study is based on a sample of the secondary schools in
the Ethekwini Municipality. The results indicate that
any ICT interventions by the provincial Department of
Education are bound to fail unless other
non-technological interventions are put into place
first. We show that where the ICT interventions are
needed the most, the teachers are least prepared to
receive it. Thus we conclude that instead of making
short-term political decisions, the Department must
first embark on a medium to long term plan to first
make the environment amenable for an ICT intervention.
These would include large-scale school upgrading,
teacher training and retention plans to keep
experienced and qualified teachers within the schooling
system.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cutts:2007:EIP,
author = "Quintin I. Cutts and Margaret I. Brown and Lynsey Kemp
and Calum Matheson",
title = "Enthusing and informing potential computer science
students and their teachers",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "196--200",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268842",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "School curricula contain little direct Computer
Science (CS) content, and pupil surveys confirm that
pupils have little idea what CS is. A range of
initiatives have been introduced by universities to
address this problem, and so attract more CS students.
This paper presents the Computer Science Inside\ldots{}
project, one such initiative, the primary goals of
which are to provide materials for use in secondary
school classrooms, and to motivate and prepare the
teachers to deliver them. The materials are principally
workshops, to be conducted away from machinery and
which bring out key CS concepts underpinning ubiquitous
IT products such as the mobile phone or internet. All
materials are available on the web, to encourage
delivery widely by academics, students or teachers. Our
evaluation has shown the approach to be broadly
successful, and has also highlighted directions for
future work.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Galpin:2007:LSP,
author = "Vashti C. Galpin and Ian D. Sanders and Pei-yu Chen",
title = "Learning styles and personality types of computer
science students at a {South African} university",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "201--205",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268844",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This research investigates the learning styles and
personality types of Computer Science students at the
University of the Witwatersrand in Johannesburg, South
Africa using the Kolb Learning Style Inventory and the
Keirsey Temperament Sorter, respectively. Students were
found to be predominantly abstract in their learning,
and they did not show strong preferences on the
reflective/active dimension hence they had either a
Converger or Assimilator learning style which is
consistent with prior research. Across the three years
of undergraduate study, learning styles became more
balanced in terms of the reflective/active dimension.
Students were predominantly ISTJ, ISFJ, ESTJ or ESFJ in
their personality types showing a strong presence of
the SJ temperament which is associated with
organisation, planning and decision-making. This result
is less consistent with prior research. There were no
significant differences over the three years in
personality type.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Caspersen:2007:MMP,
author = "Michael E. Caspersen and Kasper Dalgaard Larsen and
Jens Bennedsen",
title = "Mental models and programming aptitude",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "206--210",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268845",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Predicting the success of students participating in
introductory programming courses has been an active
research area for more than 25 years. Until recently,
no variables or tests have had any significant
predictive power. However, Dehnadi and Bornat claim to
have found a simple test for programming aptitude to
cleanly separate programming sheep from non-programming
goats. We briefly present their theory and test
instrument. We have repeated their test in our local
context in order to verify and perhaps generalise their
findings, but we could not show that the test predicts
students' success in our introductory program-ming
course. Based on this failure of the test instrument,
we discuss various explanations for our differing
results and suggest a research method from which it may
be possible to generalise local results in this area.
Furthermore, we discuss and criticize Dehnadi and
Bornat's programming aptitude test and devise
alternative test instruments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bagley:2007:CIN,
author = "Carole A. Bagley and C. Candace Chou",
title = "Collaboration and the importance for novices in
learning {Java} computer programming",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "211--215",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268846",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "The authors propose that a correlation exists between
collaboration and success by novices when learning
computer programming. Research in an introductory
course was conducted that focused on answering several
questions: At what time in their learning java
programming and algorithmic problem solving, would a
student benefit best by collaboration? At what time
during the problem solving process would the learner
benefit greatest by collaboration? Would the student
benefit greater by collaborating with 1 student in the
class, a group, or an expert mentor/coach? What
cognitive and affective strategies are used during
various types of collaboration? Does collaboration
increase problem solving performance by females. This
research will advance fundamental knowledge of teaching
and learning of computer science. It will further the
understanding of problem solving and strategies used in
learning computer programming and whether collaboration
is important.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Egan:2007:TWC,
author = "Mary Anne L. Egan",
title = "Teaching a ``women in computer science'' course",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "216--220",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268848",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "There has been much research on the lack of women in
the discipline of computer science. It is an important
area about which we need to educate our students.
Unfortunately, information about suggested syllabi,
activities and textbooks is lacking. This paper
presents the outline of a course that has been taught
including the books, papers and activities that were
used. It also presents the outcomes of the course and
suggestions for future incarnations of this course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lang:2007:SFI,
author = "Catherine Lang and Judy McKay and Sue Lewis",
title = "Seven factors that influence {ICT} student
achievement",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "221--225",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268849",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In the process of establishing an audit of student
achievement by gender as part of a Women in IT project,
seven factors were identified that affect student
success. These seven factors had minimal effect when
they occurred in isolation within a unit of study, but
certain combinations of factors created a learning
environment that was detrimental to all students, and
in other instances a learning environment that was
particularly unfavourable for female students. The
impact of these findings has resulted in a set of
recommendations to improve the teaching of IT in
universities in general.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Voyles:2007:TRS,
author = "M. M. Voyles and S. M. Haller and T. V. Fossum",
title = "Teacher responses to student gender differences",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "226--230",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268850",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "The recent uncertainties in computer science (CS)
enrollments have prompted computer science educators to
seek ways to increase interest in CS, especially among
women. Several current approaches to increasing gender
balance in CS have been based on pre-college
intervention, recruitment, and curriculum change. Less
attention has been paid to the ways in which
instructors respond differently --- even unconsciously
--- to females and males in computer science learning
environments, and whether these differences can affect
achievement or interest in CS. Our study looks at early
learners (fourth through sixth graders, where gender
differences seem first to become more prominent) and
their teachers in a summer enrichment program using
robotics. We examine the ways teachers interact with
groups of girls and of boys and the changes in attitude
and achievement shown by the girls and boys during the
summer programs. These observations help us understand
the extent to which teachers can affect student
interest in computing and can prepare us better to
address the ways in which we can achieve CS gender
balance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jones:2007:SSN,
author = "Sue Jane Jones and Gary E. Burnett",
title = "Spatial skills and navigation of source code",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "231--235",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268852",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Learning to program is a difficult process, and
students that perform well in other subjects may not
produce comparable results in programming. Evidence
suggests that some programmers are inherently more
skilled than others, and one individual difference that
has been shown to be important is spatial ability. This
cognitive characteristic is implicated in successful
real-world navigation. It is also important for
navigating within hypertext, and there is a growing
recognition that it has a part to play in program
comprehension and development, with navigation of
source code considered similar to navigating in the
real world. Little research has been carried out to
study the navigational patterns of programmers with
differing spatial skills. In this study, 24 students
enrolled on a Masters in IT course at a University in
the UK were given a code comprehension exercise.
Various measures were made of time taken and movement
around the code. Those with high spatial ability
completed the task in shorter time, spent less time
searching around deciding where to go next, and jumped
more frequently within and between class files. Strong
relations were also found between spatial ability and
results in programming modules, with much weaker
relations with non-programming modules. This paper
discusses the implications of these results in relation
to the accessibility of programming to learners with
low spatial ability.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Vainio:2007:FNP,
author = "Vesa Vainio and Jorma Sajaniemi",
title = "Factors in novice programmers' poor tracing skills",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "236--240",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268853",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Novice programmers' program tracing skills have been
found to be poor but the difficulties leading to
inefficient tracing are not well known. To study this
issue, we conducted exploratory interviews that
included program comprehension tasks with novice
students and analyzed comprehension protocols to
identify specific difficulties affecting novices'
ability to trace programs. Based on the qualitative
analysis, we describe four specific difficulties
students had with program tracing-single value tracing,
confusing function and structure, inability to use
external representations, and inability to raise
abstraction level-and discuss ways to help students to
overcome these difficulties.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chinn:2007:PSS,
author = "Donald Chinn and Catherine Spencer and Kristofer
Martin",
title = "Problem solving and student performance in data
structures and algorithms",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "241--245",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268854",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Active and problem-based learning environments strive
to improve students' problem solving skills. To better
understand students' problem solving processes and thus
guide the structure and development of such
environments, we asked students to solve data
structures and algorithms problems and to verbalize
their thoughts as they solved them. In this paper, we
discuss methodological issues associated with the
analysis of their verbalizations. We then analyze and
discuss the relationship between statistics that
describe students' problem solving process and their
performance in the course they were taking at the time,
either the data structures or algorithms course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Levy:2007:WWH,
author = "Ronit Ben-Bassat Levy and Mordechai Ben-Ari",
title = "We work so hard and they don't use it: acceptance of
software tools by teachers",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "246--250",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268856",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Animation systems-software tools that can show a
dynamic view of the execution of a program-were
designed to help novices improve their understanding
and to help teachers facilitate learning. Preliminary
studies on the effectiveness of animation systems on
the understanding of students have shown encouraging
results. Nevertheless, the use of animation system is
not very widespread. This paper presents the results of
a phenomenographic study designed to describe the
different ways that teachers experience the use of an
animation system as a pedagogical tool. The results
suggest that increased acceptance of such tools by
teachers depends on integrating the tools with other
learning materials and on addressing the role of the
teacher in the use of software by the students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Myller:2007:AET,
author = "Niko Myller and Mikko Laakso and Ari Korhonen",
title = "Analyzing engagement taxonomy in collaborative
algorithm visualization",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "251--255",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268857",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "More collaborative use of visualizations is taking
place in the classrooms due to the introduction of pair
programming and collaborative learning as teaching and
learning methods. This introduces new challenges to the
visualization tools, and thus, research and theory to
support the development of collaborative visualization
tools is needed. We present an empirical study in which
the learning outcomes of students were compared when
students were learning in collaboration and using
materials which contained visualizations on different
engagement levels. Results indicate that the level of
engagement has an effect on students' learning results
although the difference is not statistically
significant. Especially, students without previous
knowledge seem to gain more from using visualizations
on higher engagement level.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lahtinen:2007:TPV,
author = "Essi Lahtinen and Hannu-Matti J{\"a}rvinen and Suvi
Melakoski-Vistbacka",
title = "Targeting program visualizations",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "256--260",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268858",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "To instruct students on the use of visualizations most
beneficially the teacher needs to know who the students
are that use the visualizations, for what they use
them, and what kind of problems they have. Empirical
research has been carried out on the educational impact
of visualizations in test situations, but this survey
presents the students' normal way of studying when the
use of visualizations is voluntary. We present the
results of an international survey of 335 students who
are studying programming and whose teachers have
offered visualizations as extra material for the
students. Their teachers also answered the survey. The
article analyses different kinds of student groups,
their usage of visualizations, and problems with them.
We explore the background and motivation of the
students and compare this information to their
experiences of the use of the visualizations. We
identified two groups of students who use
visualizations differently: moderately successful
students able to work independently and weaker students
who need teachers guidance with the visualizations. We
suggest tips for teachers on how to use visualizations
in teaching and provide information for the development
of program visualization tools.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kheir:2007:IDS,
author = "Richard Kheir and Thomas Way",
title = "Inclusion of deaf students in computer science classes
using real-time speech transcription",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "261--265",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268860",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Computers increasingly are prevalent in the classroom,
with student laptops becoming the norm, yet some
beneficial uses of this widespread technology are being
overlooked. Speech recognition software is maturing,
and possesses the potential to provide real-time note
taking assistance in the classroom, particularly for
deaf and hard of hearing students. This paper reports
on a practical, portable and readily deployed
application that provides a cost-effective, automatic
transcription system with the goal of making computer
science lectures inclusive of deaf and hard of hearing
students. The design of the system is described, some
specific technology choices and implementation
approaches are discussed, and results of two phases of
an in-class evaluation of the system are analyzed.
Ideas for student research projects that could extend
and enhance the system also are proposed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Deibel:2007:SOI,
author = "Katherine Deibel",
title = "Studying our inclusive practices: course experiences
of students with disabilities",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "266--270",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268861",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Students with disabilities can experience difficulty
in receiving an education; inclusive education is an
educational practice designed to ameliorate these
problems. This paper presents the design for a study of
the current inclusive practices in computer science
courses. Challenges in studying the experiences of
disabled students are discussed, and a methodology
using semi-structured interviews and grounded theory is
developed to address these difficulties. A pilot study
involving students taking their first computing courses
is also described.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bueno:2007:LCA,
author = "F. Javier Bueno and J. Raul Fern{\'a}ndez del Castillo
and Soledad Garcia and Reca Borrego",
title = "{E}-learning content adaptation for deaf students",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "271--275",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268862",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Deaf students hardly ever finish higher studies. One
of the biggest difficulties they have to face in
studying for their degrees is reading comprehension.
This paper presents a study about their needs when
reading a text, and proposes several measures to
alleviate this problem. The methodology proposed in
this paper, when applied to adapt an e-learning
Computing course, has achieved a promising improvement
of the understanding level of this kind of student.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chandra:2007:LVC,
author = "Surendar Chandra",
title = "Lecture video capture for the masses",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "276--280",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268864",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Earlier work had shown the positive learning impact of
the ability to review class lecture videos. Prior video
capture systems used university provided infrastructure
such as video technicians and post-production
facilities. However, such capture is expensive; forcing
schools to carefully choose the courses that can be
video taped. We show that technology advances can allow
every faculty member to make a modest effort and video
tape their lectures, perform simple post processing and
disseminate the contents either through their own web
servers, using podcasts or via services such as Google
video. Consumer grade HD cameras remove the need for
accurate tracking of the faculty member and
chalkboards; one stationary camera can frame the entire
chalkboard. Desktop computers are powerful enough to
perform the required multimedia operations. The faculty
can also add pedantically useful annotations; a step
that is unlikely to be performed by the video
technicians. Many students own iPods, PSPs, laptops and
other devices that allow them to watch the video at
their convenience. We report on the tools used, the
associated network cost and our experiences with video
recording an undergraduate Operating Systems (Spring
2006). For the twelve month duration from Feb '06 ---
Feb '07, the OS course consumed over five days worth of
our external network link bandwidth. The network cost
in distributing all the lectures taught in our
university can be prohibitive.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bar:2007:ISI,
author = "Henning B{\"a}r and Gina H{\"a}ussge and Guido
R{\"o}{\ss}ling",
title = "An integrated system for interaction support in
lectures",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "281--285",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268865",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This paper motivates the use of an interaction support
system both during and outside lectures. We describe
requirements for an ``optimal'' system based on an
investigation of related interaction support systems.
An example system architecture that satisfies these
requirements is presented. The evaluation of the system
clearly shows its usability.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2007:SES,
author = "Christopher James Martin",
title = "{Scribbles}: an exploratory study of sketch based
support for early collaborative object oriented
design.",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "286--290",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268866",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Scribbles represents a light weight intuitive tool to
support early collaborative software design.
Collaboration is not well supported in many modern CASE
(computer aided software engineering) environments
making paper and white boards an attractive
alternative. As a result of this, CASE tools tend to be
more suited to documenting designs rather than
assisting the generation of a design, meaning that
early ideas may be lost. Scribbles uses shape
recognition, to allow freehand manipulation of a hybrid
Mind Map. This preserves the simplicity of paper or a
whiteboard whilst adding the ability to capture early
design ideas in a reusable way. This is a very
lightweight modeling environment ideally suited to
introducing students to Object Oriented Design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adelmann:2007:IFF,
author = "Robert Adelmann and Tobias Bischoff and Tobias Lauer",
title = "{IDEA}: a framework for the fast creation of
interactive animations by pen sketching",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "291--295",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268868",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "We present a Java-based framework for the easy and
on-the-fly creation of algorithm animations. Animations
are created by sketching both the objects that should
be animated and operations that should be performed on
them. The IDEA (Interactive Domain rEcognition and
Animation) framework combines the recognition of drawn
structures, the interaction with these structures and
their animation in order to achieve an effortless and
natural creation of animations. The framework itself
supports the creation of animations in arbitrary
domains through a dynamic plug-in architecture, where
so-called domain modules encapsulate all
domain-specific semantics. Its application and
potential is outlined by the help of three prototypical
domain modules for linear lists, Petri nets, and the
game Connect-four.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Crescenzi:2007:FIA,
author = "Pilu Crescenzi and Carlo Nocentini",
title = "Fully integrating algorithm visualization into a {CS2}
course.: a two-year experience",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "296--300",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268869",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "We describe a two-year experience of fully integrating
algorithm visualization technology into a CS2 course on
data structures and algorithms. Our integration
methodology was based on the engagement taxonomy
proposed by the working group on Improving the
Educational Impact of Algorithm Visualization: in
particular, we used five forms of engagement of this
taxonomy, that is, the no-viewing, the viewing, the
changing, the constructing and the presenting forms.
The integration of algorithm visualization technology
into the course culminated in the writing of a textbook
on the design, analysis and visualization of data
structures and algorithms, whose reading is strictly
dependent on the use of an algorithm visualization
tool, called Alvie, which has been developed by the
authors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Erkan:2007:DSV,
author = "Ali S. Erkan and T. J. VanSlyke and Timothy M.
Scaffidi",
title = "Data structure visualization with {\LaTeX} and
{Prefuse}",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "301--305",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268870",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "We report two ways with which data structures as well
as their algorithmic operations can be visualized. The
first method uses LaTeX to automatically generate
diagrammatic presentation material from extended
versions of the Java implementations of well-known
ADTs. The second method uses the Prefuse API to explore
objects created in running Java programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rowan:2007:YUH,
author = "Murray Rowan and Tim Hawkins and Andy Cobley",
title = "{Yahoo University} hackday",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "306--306",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268872",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Yahoo has recently embarked upon a program of
supporting and organising ``University Hack Days''.
This program is designed to help Yahoo reach out to new
generations of aspiring web developers, and provide
them with early experience of what it's like to work in
the competitive new media development industry.
HackDays$^{[1]}$ are also a great vehicle for Yahoo to
use to help foster awareness of its APIs and other
technologies from the Yahoo Developer Network$^{[2]}$
that can be used and mixed to create innovative new
``mash-ups''. The program encourages students to
perform the following tasks: 1. To come up with a new
and innovative idea that has relevance to the new media
industry. 2. To present their ideas in a fashion
designed to inform others about the nature of their
project, and to invite discussion and feedback from
industry professionals. 3. To develop a working
prototype using the most appropriate technologies and
development techniques. 4. To present the finished
project in a competitive environment similar to that
met in commercial organisations. The ``University Hack
Day'' is an extension of the ``Hack Day'' program that
Yahoo has been running internally for its engineers and
now publicly in the ``Open Hack Day'' program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sloan:2007:HSI,
author = "David Sloan and Barbara Nelson and Martin Sloan",
title = "How should inclusivity influence teaching of {ICT}
design?",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "307--308",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268873",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Accessibility and inclusive design is an important
aspect of ICT education. This involves not only
developing technical skills required to create
accessible technology, but also fostering an awareness
of the diversity amongst ICT users in terms of their
capabilities and access environment. This session
explores how CS learners can achieve not only skills in
inclusive design but also acquire a more in-depth
understanding of diversity and this influences the
design of the ICT they produce.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hawthorne:2007:CRA,
author = "Elizabeth K. Hawthorne and Robert D. Campbell and Karl
J. Klee",
title = "Curricular resources from the {ACM Two-Year College
Education Committee}",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "309--309",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268875",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This poster presentation highlights the curricular
resources available from the Two-Year College Education
Committee (TYCEC), a standing committee of the ACM
Education Board. This Committee is charged with
developing computing curricula for associate-degree
granting institutions. To this end, the TYCEC has
published curriculum guidelines in each of the
computing sub-disciplines: Computer Science,
Information Technology, Computer Engineering,
Information Systems, and Software Engineering.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cunningham:2007:CGC,
author = "Steve Cunningham",
title = "A computer graphics curriculum to meet the {European
Bologna} requirements",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "310--310",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268876",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Computer graphics programmes in Europe have been
working to address the requirements of the Bologna
education process. This poster presents the results of
a workshop held in Vienna, Austria in September 2006
that developed an outline for computer graphics
curricula to meet those requirements.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Draganova:2007:TAW,
author = "Chrisina Draganova and Vassil Vassilev",
title = "Teaching {AJAX} in {Web}-centric courses",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "311--311",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268877",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Asynchronous JavaScript and XML (AJAX) is a web
development technique for building responsive web
applications behaving in a similar fashion to
traditional desktop applications. This poster
illustrates ideas for teaching the AJAX technique in
web-centric courses based on the experience of
implementing these ideas at London Metropolitan
University and provides links to resources appropriate
for use in laboratorial work.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lewis:2007:PWW,
author = "Tracy L. Lewis",
title = "Are pictures worth 1000 words? the use of affective
imagery surveys to capture student perceptions of the
computing discipline",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "312--312",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268878",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tremblay:2007:EMT,
author = "Guy Tremblay and Louise Laforest and Aziz Salah",
title = "Extending a marking tool with simple support for
testing",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "313--313",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268879",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Oto is a customizable and extensible marking tool
which aims at providing timely feedback to students.
Based on simple test cases description formats, Oto
also includes operations that help students easily
test-even ``mark''-their own programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dooley:2007:ECS,
author = "John F. Dooley",
title = "Experiences with {CC2001} at a small college",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "314--314",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268880",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In this poster, we describe our experiences over the
past two years using the CC2001 small department model
for our computer science major. We discuss issues with
the number of required courses, the mathematics
requirement, course prerequisites, our capstone
experience, and the relative lack of computer science
theory in the new curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Albin-Clark:2007:MTM,
author = "Adrian Albin-Clark",
title = "{MaBL}: a tool for mapping pseudocode to multiple
implementation languages",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "315--315",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268881",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Some students have done little or no programming. Some
may have previously used the adopted language(s) of an
institution. For some, English may not be their first
spoken language. Some may be dyslexic. Bridging
material for intra- or inter-institutional programming
languages may not exist. A new tool MaBL is proposed,
that facilitates mapping pseudocode to program
statements in multiple implementation languages.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hwang:2007:TOS,
author = "Seung-won Hwang",
title = "Teaching operating systems with {Windows}: experiences
and contributions",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "316--316",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268882",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Operating system is one of the largest pieces of
software, which makes its understanding quite
intimidating to students. This paper reports our
experiences of complementing the traditional Unix-based
operating system curriculum with Windows alternative.
Our goals are two-fold: First, we aim at making the
learning of operating system concepts more relevant to
students, by using Windows which is a dominant
operating system choice among students, Second, we aim
at making the course more diverse, by presenting
alternative design examples to Unix-based instructional
materials such that students can learn from comparing
and contrasting. In this poster, we will present
available educational resources and our contributions
to them.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sanders:2007:SMM,
author = "Ian Douglas Sanders and Vashti C. Galpin",
title = "Students' mental models of recursion at {Wits}",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "317--317",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268883",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/python.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Recursion is a concept which all computer scientists
should understand and be able to use but novices find
it difficult to master. In the School of Computer
Science at the University of the Witwatersrand (Wits)
we have for a long time been concerned about how we can
assist our students with recursion [4, 1, 3]. One
thrust of our research is the study of the mental
models of recursion (c.f. Kahney [2]) which our first
year students develop. Most of our students encounter
recursion for the first time in our Fundamental
Algorithmic Concepts (FAC) course. When we originally
investigated the mental models of our students we noted
that although many of them seem to develop the viable
copies model there are still many that develop models
which are non-viable (i.e., that cannot be relied on to
lead to a correct result) [1]. Thus we adapted the way
in which recursion was introduced in FAC in 2003, 2004
and 2005 by introducing more complex recursive
algorithms earlier to help in the development of the
copies mental model. We then compared the mental models
developed by the 2003, 2004 and 2005 students to those
developed by the earlier group [3]. The results
indicate that more of the students were developing
viable mental models of recursion and thus that the
changes to our teaching were benefitting our students.
In 2006 we changed the programming language in which
our students implement algorithms to Python (from
Scheme). In essence the programming language was the
only change made as the course was still taught in a
``functional'' style to emphasize the link between the
formal specification of a problem, the solution to the
problem and the program. We did, however, feel it was
important to assess the impact of the change on our
students' mental models of recursion. We thus did a
similar study on the 2006 students to that on earlier
cohorts. The students' traces from two recursive
algorithms were categorised into the mental models
previously observed [1,3] by identifying how the
student deals with the active flow, base case and
passive flow in their trace and then by combining this
information into an overall categorisation of the trace
for that algorithm. Overall the results are in line
with our previous results which showed that the copies
model is the dominant model for a recurrence relation
type of recursive function but that for list
manipulation problems some students showed an active or
looping model. These results indicate that our teaching
approach, even with the switch to Python, is assisting
our students in developing a viable copies mental model
of recursion. Such a mental model is more likely to
lead to correct traces of recursive algorithms. An
interesting new result was the emergence of a passive
mental model. Here the students recognised that the
recursive algorithm would somehow get to the base case
and then used the base case plus the implicit
definition of the function in the algorithm to build up
the required solution. This model may have arisen
because the students were given a recurrence in
Tutorial 1 and asked to calculate what value would be
returned. Solving the recurrence essentially meant
working up from the value where the result is defined
directly until the desired answer is found. Some
students may have adopted this as their model of
recursion.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lapidot:2007:ISS,
author = "Tami Lapidot and Dan Aharoni",
title = "The {Israeli} summer seminars for {CS} leading
teachers",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "318--318",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268885",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In this poster, we describe a four years experience of
summer seminars for high-school computer-science (CS)
leading teachers in Israel. The seminars featured
encounters between CS researchers and teachers, as well
as pedagogy based activities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassen:2007:VLE,
author = "T. Cassen and K. R. Subramanian and Jeffrey Alexander
and Drew Linderman and A. Nasipuri",
title = "A visual learning engine for interactive generation of
instructional materials",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "319--319",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268886",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Austin:2007:SMS,
author = "Shermane A. Austin and Leon P. Johnson and John M.
Flowers",
title = "Stimulating minority student retention with
{BalloonSAT} projects",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "320--320",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268887",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This poster describes outcomes associated with the
integration of a BalloonSAT project in Computer Science
curriculum to stimulate minority student recruitment
and retention. BalloonSAT projects involve the launch
of high-altitude helium-filled balloons with
communications equipment, scientific sensors, and
on-board computers coupled with ground-based tracking,
retrieval, data archiving and analysis. The primary
module include communication and tracking equipment ---
typically VHF or UHF radios with Terminal Node
Controllers (TNCs) and GPS receivers to transmit
balloon telemetry using APRS, a radio digital mode. The
secondary modules (science payloads) may include flight
computers and relay controllers integrated with sensors
such as temperature, pressure and other data loggers,
Geiger counters, CO2 monitors, digital or analog
cameras, etc. Students typically design, solder,
assemble, test the components and interface sensors
with microcontrollers. The project has expanded to
include monitoring of tropospheric ozone and students
participated in NASA-based data validation teams. A
number of colleges embed BalloonSAT projects in
interdisciplinary courses as well as capstone projects.
We describe initial results of the impact of this
project in the Computer Science curriculum of a small,
urban primarily minority-serving institution. The
project integrates electronics skills with computer
science discipline areas and scientific investigation.
The project is offered in a Special Projects Computer
Science course supporting curriculum linkages in
traditional areas including data communications,
scientific programming, database systems, and digital
logic design. In the two years since the project has
been implemented, approximately 30 students have
participated in the special projects course with direct
involvement in the BalloonSAT. Students are integrated
into Special Topics courses based on the BalloonSAT
project immediately following completion of
sophomore-level Computer Science courses. Summer
internship opportunities are also available and
supported by external funding. The project is intended
to support and complement student performance in
upper-level Computer Science courses and provide
motivation towards attainment of the BS degree. The
project also helped to broaden student understanding of
potential career choices including graduate studies.
Further proof of this lies in the fact that every
eligible student chose to participate in external
summer internships in primarily NASA-related areas.
Although the BalloonSAT course has special
characteristics that are not generally exportable, it
is worthwhile exploring the more generic features that
appear to stimulate retention and degree completion.
These include the early introduction of compelling
applications with links to curriculum which are
interdisciplinary in nature, foster teamwork and
collaboration and provide students with a broader
understanding of their potential roles in the science
and engineering community. The project is partially
supported by several NASA grants including State Space
Grant Consortia.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moreno:2007:AIM,
author = "Lourdes Moreno and Paloma Mart{\'\i}nez and Bel{\'e}n
Ru{\'\i}z and Ana Iglesias",
title = "Accessible interface for multimedia presentation in
inclusive education",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "321--321",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268888",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Among the technological solutions to achieve an
inclusive education, the educative electronic
accessible resources providing content adaptability is
an alternative which reduces discrimination. It also
favors the inclusion with right equalities which can be
used by students regardless of their specific need and
use contexts. Following this line of adaptability of
contents on the web, a practical case [1] has been
launched: an accessible interface of a multimedia
resource with caption and audio description that offers
the user the control over the decision of which sound
and/or visual alternatives he wants to be introduced
to. This resource has been designed with Universal
Design criteria which are found in the Inclusive Design
methodological framework.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ghafarian:2007:IPU,
author = "Ahmad Ghafarian",
title = "Ideas for projects in undergraduate information
assurance and security courses",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "322--322",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268889",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In this work, we present some ideas for projects that
can be used in undergraduate Information Assurance and
Security (IAS) courses. The projects range from
cryptanalysis of ciphertext, network security, security
vulnerability analysis, and programming to demonstrate
buffer overflow. The projects can be used in IAS
courses such as cryptography, network security, and
computer security. Alternatively, they can be used as
separate modules in computer science courses such as
operating systems, networking, and programming. Some of
these projects have been piloted by the author and have
achieved their objectives.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Benaya:2007:UTA,
author = "Tamar Benaya and Ela Zur",
title = "Understanding threads in an advanced {Java} course",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "323--323",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268890",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This poster describes difficulties in understanding
threads in an Advanced Java course given at the
Computer Science department of the Open University of
Israel (OUI). We present a typical question which
focuses on several aspects of multi-threaded
programming given in an exam. We discuss the students'
answers and point to typical misunderstandings of the
topic.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hayes:2007:IAA,
author = "Alan Hayes and Pete Thomas and Neil Smith and Kevin
Waugh",
title = "An investigation into the automated assessment of the
design-code interface",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "324--324",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268891",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In this paper, we present an investigation into the
development of a framework for the automatic grading
(marking) of student submitted course work. We discuss
this framework, its structure and its subsystems. Our
framework has been developed in the context of the
student submission consisting of two components: a
design (using the UML methodology) and source code
(using the Java programming language). The focus of our
framework is upon the consistency between the student
code and design. We discuss its context and development
and highlight how we can infer structure from the
student submission and use this to inform the
assessment process. We describe the approach we are
currently undertaking to instantiate this framework and
apply it to work submitted for assessment by
undergraduate computing students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Burea:2007:CAI,
author = "Vladim{\'\i}r Burea and Pavel Cech",
title = "Complexity of ambient intelligence in managerial
work",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "325--325",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268892",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Recently, ambient intelligence a vision of information
society of the future has become the subject of
attention of many theorists and practitioners. The
achievement of ambient intelligence postulates an
adequate shift in thinking. The shift in thinking
concerns also managerial work. The paper presents on
field experience on how to test the meaningfulness of
teaching systems thinking for managers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Govender:2007:USP,
author = "Irene Govender",
title = "Understanding students' performance in programming
assessment questions",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "326--326",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268893",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lapidot:2007:SGC,
author = "Tami Lapidot",
title = "Supporting the growth of {CS} leading teachers",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "327--327",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268895",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "As a response to curricular changes in Israel and high
school teachers' requests, a special leading teachers'
course was created. The course has three main goals:
deepen participants understanding of the object
oriented paradigm; strengthen the group as a
professional community; and foster leadership growth.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Owens:2007:CEO,
author = "Barbara Boucher Owens and Vicki L. Almstrum and Lecia
J. Barker",
title = "The computing educators oral history project: planning
for the future",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "328--328",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268896",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This poster will showcase the planning stage of a
project to develop a searchable repository of artifacts
relating to the personal histories of computing
educators. Artifacts will include digital audio
interviews, interview transcripts, photographs, vitas,
and other relevant items. Individuals included in the
collection will be balanced across factors such as
gender, geographic location, age, race/ethnicity, and
institutional size. A key use of the project will be to
support, recruit, and retain under-represented
groups.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Leidl:2007:HWF,
author = "Martin Leidl and Guido R{\"o}{\ss}ling",
title = "How will future learning work in the third
dimension?",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "329--329",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268897",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In this paper, we describe the possibilities of
virtual worlds for educational purposes, and justify
the need for special design and usability concepts for
learning applications within these worlds.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Whaley:2007:DSK,
author = "H. Whaley and S. Grice",
title = "Do students know best?: experiences of allowing
students to become course designers",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "330--330",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268898",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Computing departments are in an exclusive position to
utilise students, as it is the nature of the subject
area that ensures students have both the knowledge of
the course material and the ability to develop
resources for online environments. They have greater
computer literacy levels than peers in other domains
and can adapt the skills learnt through their
curriculum to the context of online resource creation
for education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Raveh:2007:THS,
author = "Barak Raveh and Bruria Haberman and Cecile Yehezkel",
title = "Transforming a high school student project in computer
science into a significant scientific achievement",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "331--331",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268899",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "A special program for high school has been in
operation in Israel whose aim is to expose young
students to the field of computing. During their
studies the students are required to develop a software
project, and thus gain experience in software design.
In the past students lacked proper guidance in
technologically demanding projects. Here we describe
how the work of a student who chose to develop an
engine for automatic completion of sentences by the
computer was enhanced through cooperation with academia
in the innovative ``Computer Science, Academia and
Industry'' educational program. Albeit highly talented,
the student lacked necessary formal knowledge in
advanced computing technologies. A graduate student who
specializes in the field has mentored the high school
student throughout design and implementation phase,
enabling him to grasp an intuitive understanding of
state of the art algorithms, and contribute creative
ideas of his own, resulting in an award-winning project
of scientific significance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Halstensen:2007:HIO,
author = "Maths Halstensen and Frode Haug",
title = "Highly interactive online study skills course:
``unstuck''",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "332--332",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268900",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This poster describes the most important aspects
concerning design and development of an highly
interactive web based study skills course called
``Unstuck'' which is a work in progress to be finished
June 2008. ``Unstuck'' is a project started by both
teachers and students from Gj{\o}vik University College
and Telemark University College in Norway. This project
started in 2006 as a result of experience from more
than 10 years of teaching students with insufficient
study skills. In this course we aim to present the
theory and practice of ``How to study'' in an exiting
interactive multimedia environment. Telemark University
College has since 2002 educated students starting with
only a certificate of completed apprenticeship. In
2007, approximately 70\% of all the students studying
electrical engineering have this type of background,
and insufficient study skills are a challenge.
``Unstuck'' will be used by students in secondary High
school and University Colleges in Telemark, and
Gj{\o}vik in Norway from August 2008. What makes
Unstuck different from other study skills courses? The
content of Unstuck is similar to other courses; the
difference is the way the content is presented for the
students. Unstuck will contain intensive use of
interaction with the student, which involves various
active actions such as pressing buttons, placing
objects to specific locations on the screen, marking
key words etc. Videos are used to demonstrate how to
study in practice and to illustrate class room and
other study related situations. At the end of the
course the student will have a short test (quiz). If
the student don't pass, it is possible to immediately
repeat relevant sections, and subsequently repeat the
test. ``Unstuck'' will be an easy to use interactive
multimedia study skills course on the weB.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Larsson:2007:WIC,
author = "Erik Larsson and Medhi Amirijoo and Daniel Karlsson
and Petru Eles",
title = "What impacts course evaluation?",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "333--333",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268901",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Today most universities are using course evaluations.
However, course evaluations are often discussed and
questioned. This paper reports on a survey where we aim
at finding out (1) if students have a preconceived
notion of a course, (2) if course evaluation scores can
be predicted early in a course, (3) if exam throughput
impacts course evaluation, and (4) if web-based
evaluation reflects the general opinion from students.
The results from the study indicate that students do
not let preconceived notion impact nor does exam
throughput matter to course evaluation. Further, the
final web-based results seem to correlate with opinion
of students attending lectures. However, the evaluation
grades tend to be defined early in the course; hence
first impression lasts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gorra:2007:AUS,
author = "Andrea Gorra and Sanela Lazarevski and Jackie
Campbell",
title = "An account of the use of synoptic assessment for
students in the area of databases at level 2",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "334--334",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268902",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "The purpose of this poster is to share innovative
teaching methods at Leeds Metropolitan University in
the Innovation North Faculty of Information and
Technology (INN Faculty). An explorative study has been
undertaken to provide an initial evaluation of the use
of synoptic assessments within the subject area of
Computing. Synoptic assessments, also known as
integrated assessments, help to enable students to make
connections between modules, to increase the level of
student engagement and to provide teaching staff with
the opportunity to adopt a holistic approach to
delivering modules. This type of assessment pulls
together independent assessments from a number of
modules into a single assessment exercise. Synoptic
assessment is driven by providing an environment for
synoptic learning via a supporting course structure.
For this reason, the course structures of the
Innovation North Faculty are described for all three
undergraduate levels. See Table 1 for an example of the
course structure for Level 2. A series of
semi-structured interviews were conducted to learn
about staff and students' perspectives on integrated
assessments and their views of the learning environment
in general. Twenty computing students were approached
to talk about their experience with and opinions of
integrated assessments. In addition to the student
interviews, ten members of academic teaching staff were
interviewed. The findings are the result of an
exploratory study and should be taken as indicative.
The use of synoptic assessments within the INN Faculty
is currently evaluated in depth as part of the CETL
ALiC project [1, 2] and results will be published in
the near future. The analysis of the interviews
indicates that students perceive the delivery pattern
of block teaching and pairing of modules as beneficial.
The main reason for this is that it enables students to
concentrate on two subject areas at a time in
comparison to the traditional semester structure of
four modules. Potential areas for concern are the
nature of modules that are paired and a fair marking
scheme. Teaching staff feel that the synoptic
assessment enabled by a case study has worked well for
the students. However, issues with timetabling need to
be considered, and dependencies between the paired
modules need to be avoided.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bueno:2007:ALA,
author = "F. Javier Bueno and M. Goretti Alonso and J. Raul
Fernandez del Castillo",
title = "Assisting lecturers to adapt e-learning content for
deaf students",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "335--335",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268903",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Deaf students hardly ever finish higher studies. One
of the biggest difficulties they have to face in
studying for their degrees is reading comprehension due
to their poor literacy skills. It is believed that
though deaf people cannot hear, nothing impedes them
being able to read because, in general they are not
blind. Unfortunately this is not true as showed in [1].
This results in another barrier to their integration
process in the education system, given that most of the
contents delivered by a lecturer in a standard course
are written, whether they are printed, downloaded or
accessed in an e-learning platform. There are some
questions to be considered if we want to find a
solution for the problem depicted above. Firstly, it
can be affirmed that each deaf person learns at his own
pace and, what it is more important, that this pace is
clearly different to his or her hearing classmates'
pace [1]. Secondly, a number of studies show that deaf
people whose main way of communication is sign language
process images in an easier and more efficient way than
words [2]. Thirdly, nowadays e-learning systems are
used world-wide due to its ease of access and the pace
being determined by the learner. Taking all these
factors into account we should deduce that e-learning
systems could constitute an appropriate way of learning
for deaf people if courses were adequately adapted.
Unfortunately, the vast majority of lecturers do not
know about the problems that deaf people have to face
when reading. Therefore, nearly all the written
resources for education, including e-learning courses,
are written for hearing people without any kind of
adaptation. For the reasons depicted above it is
necessary to adapt texts used in web pages or
e-learning courses so they can understand them. In a
previous work submitted and accepted to this
conference, we have referred that we have obtained a
knowledge database with several hundreds of words and
expressions related to Computing Science and terms in
common use that deaf people do not understand. Once we
have this information, one of the following steps to
adapt a text or is to enrich that vocabulary with
visual resources like pictures or videos in sign
language in order to translate or to explain the
concepts expressed by that set of words. Nevertheless,
this work is really heavy even if you have the
knowledge database to hand. For this reason, we present
a tool able to assist lecturers to adapt texts in a
semiautomatic way. When given a text this tool
highlights words or expressions difficult to understand
for a deaf person with intermediate literacy skills and
links them to some visual resources like the above
mentioned. In addition, each image or video
incorporates a short description of the word or concept
to be explained with the visual resource. The tool is a
light-weight, easy to use, accessible web application
that can be used not only by teachers but also by deaf
persons who want to expand the knowledge database
inserting more words or expressions that they do not
understand.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dickinson:2007:DRT,
author = "Anne Dickinson",
title = "'But {I} don't read text printed in {Braille}
font'\ldots{}: parables from a business and information
technology student",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "336--336",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268904",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "The author works in Coventry University and has been
engaged in tutoring a student with disabilities who had
enrolled for a degree in Business and IT at Coventry
University. To do this, the author drew upon previous
experiences in the Further Education (FE) sector at a
College in the Midlands, where she taught Information
Technology (IT) to diverse groups of students who had
varied abilities. The ages of the FE students ranged
from pre-16, visiting the College from a local special
school to attend ``taster'' sessions, to adults, some
of whom were seniors, attending a day centre for
disabled adults that had a special arrangement for
College tutors to give classes. The degree student was
a white cane user, read Braille and navigated the
computer with screen reader software. During her time
at University, she took on an ambassadorial role: she
gave guided tours to prospective students around the
University campus during open days! From time to time
she would recount stories that she described as amusing
but which clearly showed ignorance on the part of her
tutors. The title of this presentation is taken from
one of her anecdotes. The Degree course in Business and
IT had several workshops in Computing including
statistics where spreadsheets and specialist software
were used. The author was asked to tutor the student
for the IT workshops of a year-long module. This
included translating the instructional handouts from
mouse-based to keyboard-based, being aware of potential
problems with specialist software and the quirks of the
online learning system (WebCT) [1] and finding ways of
working around them all. This poster shows some of the
issues related to the student's stories, the creating
and translating of instructions for keyboard use and
navigating the keyboard using JAWS.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sanchez-Torrubia:2007:NIT,
author = "M. Gloria S{\'a}nchez-Torrubia and Carmen Torres-Blanc
and Juan Castellanos",
title = "New interactive tools for graph algorithms active
learning",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "337--337",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268906",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In this poster, some tools for graph algorithms active
learning are presented. These tools pursue a new goal
on computer assisted educational resources, so as to
acting as authentic virtual trainers extending
teacher's hand through the Web. In other words, they
are on line self assessment tools that help students to
execute the algorithms by themselves, correcting their
mistakes and providing students with clues to find the
right solution. Furthermore, the tools might be used as
complementary material for bLearning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pecinovsky:2007:OES,
author = "Rudolf Pecinovsky and Jarmila Pavlickova",
title = "Order of explanation should be interface: abstract
classes --- overriding",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "338--338",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268907",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Most textbooks about object-oriented programming start
explaining the OOP triumvirate, inheritance ---
abstract classes --- interface, in this order. The
article explains why the Design Patterns First
methodology changes this order of explanation. It
suggests explaining the interface at the beginning of
course. After some experience it should follow by
explaining abstract classes and inheritance without
method overriding and after more experience by
explaining inheritance of standard classes and method
overriding.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dickinson:2007:TVN,
author = "Anne Dickinson",
title = "'Touching the void'\ldots{}: narrowing the crevasse between
the tactile diagrams that tutors request and those that
work in reality",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "339--339",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268908",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "The author's previous role within the Further
Education sector, at North Warwickshire and Hinckley
College, was to teach Information Technology (IT) to
diverse groups of students who had varied abilities.
This role was drawn upon in the author's current role
when asked to tutor a student who had enrolled for a
Degree in Business and IT at Coventry University. The
author was asked to tutor the student for the IT
workshops of a year-long module. This included
translating the instructional handouts from mouse-based
to keyboard-based, being aware of potential problems
with specialist software and the quirks of the online
learning system (WebCT) and finding ways of working
around them all. There were also occasions where it was
necessary to create tactile diagrams [1] for the
student. One of the diagrams produced was for critical
path analysis. It was created to allow interactivity
and to reflect a piece of specialist software that was
used for helping students learn the topic. The
materials used included using Euro cents, Wikki sticks
[3] and string!. A technician had been assigned to
produce tactile diagrams for other modules. The
technician realised that there were problems with some
of the requests for tactile diagrams that were being
received from some tutors. From discussions, it was
clear that tutors were unaware of the issues involved
with creating and using tactile diagrams. A void
existed between their understanding from a visual
context and how a tactile diagram worked. For many
instances, creating a tactile diagram would not be
appropriate as the complexity would be multiplied. A
set of simple guidelines were produced that the
technician could use as an aid to explaining issues to
the tutors --- 'touching the void' [5]. The tactile
diagrams produced were using heated ``swell paper''
[2]. This meant that the diagram could be printed from
an image on a computer. The resulting printout would be
raised where lines were. However, it was discovered
that this method gave some disappointing results. As
there were no standards for tactile diagrams but some
conventions and guidelines [4], a strategy was
produced, from the experiences gained, to give optimum
results when translating a diagram from the computer to
the ``swell paper''. This poster displays examples of
tactile diagrams, guidelines given to tutors for
requesting tactile diagrams and strategies for creating
printable tactile diagrams.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cornell:2007:CC,
author = "Lee D. Cornell",
title = "{CS2} for an {IS} curriculum",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "340--340",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268909",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In this paper, the elimination of the implementation
of data structures from CS2 courses is discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cukierman:2007:LSS,
author = "Diana Cukierman and Donna McGee Thompson",
title = "Learning strategies sessions within the classroom in
computing science university courses",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "341--341",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268910",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This abstract describes a research project being
conducted at a Canadian university in core first year
undergraduate Computing Science courses. We are
investigating the impact of integrating learning
strategies instruction within the regular lab time of
these courses to aid students' learning. Our concern,
shared by educators and academic advisors, is that some
students entering post secondary studies are unfamiliar
with effective learning and study strategies. Our sense
is that students most needing this support are those
with a low grade level average. However, providing
learning strategies instruction to these students only
may be stigmatizing and counterproductive.
Likewise,integrating learning instruction into regular
course time may increase accessibility and
inclusiveness for students who are reluctant to seek
support even if needed. At the same time this
integration may benefit any student, particularly if
sessions are short enough. Universities commonly offer
generic study skills courses. However, increasingly,
and in line with our approach, educators are
recommending including study strategies instruction
within the context of regular academic courses. Some
forms of such integration include supplemental
instruction, adjunct courses and discipline-based study
skills courses (references are not provided here due to
lack of space). In contrast to these programs, our
learning sessions are held within regular classes and
are tied to course topics. Also, students are required
to apply concepts reviewed during the learning session
to course assignments. Aswell, sessions involve both
the course instruction and session facilitator allowing
for rich discussions about the application of learning
theory to course assignments. We describe a
representative semester offering in which we have run
this project in two courses, including two academic
strategies sessions per course. The first session,
Learning Strategies, was graded and built into the
courses' timetables. A second session, also
specifically offered to the students in the courses,
addressed stress and time management issues, which
appear to interfere in the students' learning process.
The Learning Strategies session introduced students to
Bloom's taxonomy of learning levels [1] and
demonstrated how this model applies to the course
topics. Bloom's taxonomy is particularly relevant to
the courses selected for our study, requiring that
students be capable of applying the whole range of
learning levels in Bloom's model. As a follow-up,
students were required to develop questions at
specified Bloom's learning levels, which were
selectively included in the course exam. A second
component of the Learning Strategies session asked
students to consider ways of adapting for tasks of
differing time demands: working outside of class on
weekly assignments and writing time-pressured exams.
The Stress and Time Management session was optional and
did not provide course marks. This session dealt with
signs of burn out, strategies to deal with it, and
resources students can access to get support. In
anonymous and voluntary questionnaires we surveyed
students about the usefulness of integrating learning
strategies instruction into their courses. In the
semester described here there were 140 students in both
courses; 59\% of the students submitted the
questionnaires, 77\% attended a Learning Strategies
session. Our analysis includes self-reported prior
grade level, course commitment level average and level
of motivation to attend learning sessions. Survey
responses reveal that students who were most motivated
to attend these sessions have relatively low prior
grades: from C to B. This is in fact our intended
audience: students who struggle to improve in their
studies. Students with higher grade levels were not as
interested. Other analysis showed that those students
who have a higher course commitment level are more
interested and find these types of sessions more
useful. Many students responded that they want more
time spent on this type of session and more practical
learning advice. We also surveyed students about stress
and time management. A much higher percentage of
stressed students are found within those reporting
intermediate prior grades. Very interestingly, those
who declare the lowest commitment level proportionally
report being the most stressed. Students assessing
themselves lower in time management and study
techniques also indicated having low levels of
commitment to the course, suggesting that our
intervention is worthwhile. So far we have implemented
these sessions for three semesters and have analyzed
the data from one semester only. However feedback from
students and academic advisors confirms our preliminary
results that this approach is very promising.
Furthermore, our departments are currently considering
applying our model to more courses. For the future, we
will continue to investigate incorporating these and
other learning activities into computing science
courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kane:2007:ESP,
author = "Shaun K. Kane",
title = "Engaging student programmers as inclusive designers",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "342--342",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268911",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "While awareness of accessibility standards and
guidelines can help students learn to produce
accessible web pages, overcoming real-world
accessibility issues often requires creativity and
flexibility. One way to develop these skills is to
engage student programmers in design practice. This
poster describes an undergraduate web programming
course that used pedagogical techniques drawn from
architecture and industrial design education to enable
students to empathize with users with disabilities and
to creatively address accessibility issues. Evaluative
feedback from students indicates that this approach is
effective in encouraging accessible design practices.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Byrd:2007:SRS,
author = "Jonathan Byrd and Monty Carter and David Cook and
Philip Kirkham and Martha J. Kosa",
title = "Solving recurring student problems with recurrences",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "343--343",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268912",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "We describe a prototype of RRTS (Recurrence Relation
Tutorial System), a tool for students to use to
practice solving homogeneous and non-homogeneous
recurrence relations, both linear and
divide-and-conquer, that arise in algorithm analysis.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Impagliazzo:2007:UOB,
author = "John Impagliazzo",
title = "Using an outcome-based approach to assess computing
programs",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "344--344",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268913",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In this poster, the author provides a pictorial
demonstration of the elements associated with
assessment and its relationship to the newly developed
requirements by accrediting agencies in various
countries. The presentation will provide insights on
the meaning of accreditation and describes some of the
new dynamics in worldwide accreditation. Assurance of
educational quality encompasses assessment, often
measured against established criteria. The poster
describes forms of assessment and the difference
between formal and informal assessment. It also
provides definitions and examples of program mission,
program goals, and program outcomes. It shows the
difference between direct and indirect assessment and
provides examples of embedded assessment, performance
indicators, and the use of rubrics. The poster
highlights the interaction of all these assessment
characteristics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Xinogalos:2007:TJB,
author = "Stelios Xinogalos and Maya Satratzemi and Vassilios
Dagdilelis",
title = "Teaching {Java} with {BlueJ}: a two-year experience",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "345--345",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268914",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Skoric:2007:SSA,
author = "Miroslav S. Skoric",
title = "Summer schools on the amateur radio computing",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "346--346",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268916",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Summer schools in computer science dedicated for
pre-university students and their teachers would
increase the number of decisions for studying CS. With
adding a variety of computer-related amateur radio
communications, we introduce excitement for learning
and having fun in CS profession.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Marra:2007:SPT,
author = "Jonathan D. Marra and Katherine G. Herbert and Jason
T. L. Wang",
title = "A study of phylogenetic tools for genomic nomenclature
data cleaning",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "347--347",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268917",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In this poster we propose a method for addressing the
genomic nomenclature problem by using phylogenetic
tools along with the BIO-AJAX data cleaning
framework.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Caronna:2007:PMP,
author = "Jason S. Caronna and Rojita Sharma and Jonathan D.
Marra and Virginia L. Iuorno and Katherine G. Herbert
and Jeffrey H. Toney",
title = "Prediction of modulators of pyruvate kinase in
{SMILES} text using a priori methods",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "348--348",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268918",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Pyruvate kinase is an enzyme that catalyzes the
formation of pyruvate from phosphenolpyruvate in
glycolysis. There is a wealth of data on the activity
of certain molecules and their effects on pyruvate
kinase. This project aims to create an application that
uses a pyruvate kinase dataset to determine the nature
of unidentified molecules; whether or not they would be
activators or inhibitors of this enzyme. This
application uses an Apriori algorithm to identify or
predict modulators of pyruvate kinase. This initial
study focuses on simplified molecular input line entry
specification (SMILES) text as target data to be mined.
The three dimensional structure of pyruvate kinase is
known and accessible though the Protein Data Bank
(e.g., PDB code IA3W).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pau:2007:WCH,
author = "Reena Pau and Wendy Hall and Su White",
title = "Women in computing: how does experience influence
self-perception of computing careers?",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "349--349",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268919",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "A preliminary survey of 680 UK school pupils was
conducted in order to get an understanding of how
experiences of computing out of school and at school
influence the perception of computing careers and
future career plans in computing. The study found that
pupils perceive themselves in IT careers. This poster
will demonstrate how these experiences influence future
career choice.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Omwega:2007:APR,
author = "Eric Omwega and Jonathan Tsu and Monica Ugwi and
Christine Wang",
title = "Automation of {PE} recruiting process",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "350--350",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268920",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Our web-based PE Recruiting System assists the
athletic department in keeping track of potential
recruits. It consists of two parts: a recruit site and
a coach site. The recruit site allows recruits to
create accounts and profiles, obtain campus visit
information, and contact coaches. The coach site
supports managing recruit data, sending email/letter,
logging telephone calls, maintaining coach to-do lists
and handling admission referrals.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Omwega:2007:DOC,
author = "Eric Omwega and Jonathan Tsu and Monica Ugwi and
Christine Wang",
title = "Development of an online campus map",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "351--351",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268921",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "The online campus map allows users to easily find
buildings and rooms on campus. The program displays the
location based on user input and location data stored
in a database. The project originated from a software
design class. Starting with the course's prototype
system, our goal was to refine this project to improve
its efficiency, maintainability, and interface.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Amelung:2007:ECB,
author = "Mario Amelung and Michael Piotrowski and Dietmar
R{\"o}sner",
title = "{eduComponents}: a component-based e-learning
environment",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "352--352",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268923",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "We present the eduComponents, a component-based
approach to e-learning system architecture. In contrast
to typical ``integrated'' platforms, the eduComponents
are implemented as extension modules for a
general-purpose content management system (CMS). The
components can be used individually, together, and in
combination with other modules. The use of a
general-purpose (i.e., note-learning-specific) CMS
means that a single platform can be used for e-learning
and other Web content, providing the advantages of a
uniform user interface, reduced system administration
overhead, and extensive code reuse.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Solomon:2007:LSA,
author = "Andrew Solomon",
title = "{Linuxgym}: software to automate formative assessment
of {Unix} command-line and scripting skills",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "353--353",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268924",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This demonstration illustrates the way in which
Linuxgym automatically assesses Unix command-line and
scripting skills through practical activities. It is
shown that the mechanism provides a substantial amount
of formative feedback, and that data it accumulates can
be coalesced into a report indicating to the teacher
topics requiring better coverage.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barker:2007:AT,
author = "Guy Barker and Jane Prey",
title = "Accessibility tools",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "354--354",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268925",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "There is great interest in Microsoft in developing
applications and tools that enable better accessibility
to technology to non-traditional users. We will
demonstrate a set of tools
[http://herbi.org/default.htm] that have been developed
by various people in MS who are passionate about
accessibility. These tools are in developmental form,
but we are anxious to have the computing community look
at them, use them and provide us with feedback on how
to make them better.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pullen:2007:NED,
author = "J. Mark Pullen",
title = "Network educationware demonstration",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "355--355",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268926",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Network EducationWare (NEW) is a powerful and robust
open-source multimedia system for synchronous Internet
distance education. It supports blended presentations
in a form we call simulteaching, where some students
are in a traditional classroom and others participate
in real time over the Internet. It also records the
class as presented, so that students can attend class
delayed in time. NEW has been designed to be highly
modular and to make effective use of both network
bandwidth and human time. Reference [1] describes how
George Mason University has used NEW to offer a popular
and innovative MS degree in Computer Science, at low
cost. NEW consists of multi-platform, open source
software that runs on inexpensive Windows and Linux
computers. It implements both synchronous and
asynchronous paradigms for distance education in a way
that requires little additional effort on the part of
the instructor and little additional cost for the
institution, yet provides greatly increased
accessibility to students and therefore promotes wider
access to graduate computer science education. NEW is
freely available to the Computer Science education
community. Some important features which make it
attractive are: o Works over dialup modem and most
commercial Internet services, allowing live
participation, record, and playback at any site. o
Provides access to students at home or office, even
through firewalls and network address translation (NAT)
systems. o Features Web-based access with LDAP
authentication and an open source course management
database. o Audio and whiteboard interfaces with floor
control and text chat panel allow full interaction with
students over the Internet and require minimal learning
time for faculty (video also is available with
broadband Internet). o Supports authoring of graphic
materials from any application. o Web-based Course
Management system simplifies teaching, learning, and
administration. This demonstration will feature the NEW
clients for both Windows and Linux, in operation with
the NEW Live and Playback servers over a local wireless
network (see figure below for operational
configuration). The NEW software will be available
during the demonstration for installation and operation
on attendees' laptop computers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Arnold:2007:IPL,
author = "Ruedi Arnold",
title = "Introducing propositional logic and queueing theory
with the {InfoTraffic} interactive learning
environments",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "356--356",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268927",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "InfoTraffic [2] is a collection of learning
environments for teaching fundamental concepts of
computer science and mathematics. So far, the two
programs LogicTraffic, targeted at propositional logic,
and QueueTraffic, targeted at queueing theory have been
released$^1$. Both are freely available and can be
downloaded (along with teaching materials) from [1].
This demonstration abstract gives a very brief
introduction to these two programs and their use in
class.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2007:EFF,
author = "Guido R{\"o}{\ss}ling and Simon Kulessa and Silke
Schneider",
title = "Easy, fast, and flexible algorithm animation
generation",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "357--357",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268928",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "A common reason for not using algorithm animation in
class or exercises is the amount of time needed to
locate, adapt, or generate content. We present several
components that try to improve this situation by
providing easy, fast and flexible content generation.
The different scope of the approaches makes it likely
that they offer ``something for almost everyone''.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dickinson:2007:SQW,
author = "Anne Dickinson",
title = "Is the shortcut the quickest way to go?: translating
instructions for keyboard navigation and other
stories",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "358--358",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268930",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "The author works in Coventry University and has been
engaged in tutoring a student with disabilities who had
enrolled for a degree in Business and IT at Coventry
University. To do this, the author drew upon previous
experiences in the Further Education (FE) sector at a
College in the Midlands, where she taught Information
Technology (IT) to diverse groups of students who had
varied abilities. The ages of the FE students ranged
from pre-16, visiting the College from a local special
school to attend ``taster'' sessions, to adults, some
of whom were seniors, attending a day centre for
disabled adults that had a special arrangement for
College tutors to give classes. The degree student was
a white cane user, read Braille and navigated the
computer with screen reader software. During her time
at University, she took on an ambassadorial role: she
gave guided tours to prospective students around the
University campus during open days! From time to time
she would recount stories that she described as amusing
but which clearly showed ignorance on the part of her
tutors. The Degree course in Business and IT had
several workshops in Computing including statistics
where spreadsheets and specialist software were used.
The author was asked to tutor the student for the IT
workshops of a year-long module. This included
translating the instructional handouts from mouse-based
to keyboard-based, being aware of potential problems
with specialist software and the quirks of the online
learning system (WebCT) [1] and finding ways of working
around them all. This ``tips and techniques'' session
gives an account of some of these issues around the
student's stories, creating and translating
instructions for keyboard use navigating the keyboard
using JAWS, and includes proposed solutions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rubio-Sanchez:2007:ERF,
author = "Manuel Rubio-S{\'a}nchez and Isidoro
Hern{\'a}n-Losada",
title = "Exploring recursion with {Fibonacci} numbers",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "359--359",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268931",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This paper addresses the relationship between
recursion and combinatorial problems, which may benefit
teaching recursion in CS1/2 courses. Problems whose
solutions are related to Fibonacci numbers are
particularly interesting, since some can be decomposed
by using different strategies, which may be based on
the numerous Fibonacci identities or even on the
concept of mutual recursion.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sheridan-Ross:2007:PTE,
author = "Jakki Sheridan-Ross",
title = "Practical tips for engaging students in team formation
for multi-discipline computing projects",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "360--360",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268932",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "In this note, we provide three top tips for organising
a large scale event designed to engage students in team
formation for multi-discipline computing projects.
Leeds Metropolitan University's Innovation North
Faculty of Information and Technology has an innovative
curriculum design. In order to facilitate student
engagement with a new cross-faculty module (designed to
build upon previously acquired study skills and allow
students to develop their range of research
methodologies); a large scale event was held in
November 2006 for over 700 final year undergraduate
students. This one and a half day event included a
number of exercises designed to help students meet
peers from other computing disciplines with a view to
working together to develop a project as part of a
multi-discipline team in the second semester.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Koppelman:2007:ETS,
author = "Herman Koppelman",
title = "Exercises as a tool for sharing pedagogical
knowledge",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "361--361",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268933",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "We propose an approach of making pedagogical knowledge
of CS instructors explicitly available by coupling it
to exercises.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Paterson:2007:CCS,
author = "James H. Paterson and John Haddow",
title = "From classes to code: supporting the transition from
design to implementation",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "362--362",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268934",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "This paper describes provision of support for the
implementation of fundamental class relationships
through the use of a tool previously created for
teaching design patterns.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ben-Ari:2007:TCN,
author = "Mordechai Ben-Ari",
title = "Teaching concurrency and nondeterminism with spin",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "363--364",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268936",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "The tutorial will familiarize the participants with
the use of the Spin model checker in teaching concepts
such as concurrency, verification and nondeterminism.
They will also learn to use pedagogical software tools
that I built based upon Spin: the jSpin environment for
developing and verifying concurrent programs;
SpinSpider, a tool for generating graphical
representations of state diagrams of concurrent
programs; VN, a tool for ``experiencing'' the
nondeterminism of finite automata.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goldwasser:2007:TOO,
author = "Michael H. Goldwasser and David Letscher",
title = "Teaching object-oriented programming in {Python}",
journal = j-SIGCSE,
volume = "39",
number = "3",
pages = "365--366",
month = sep,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1269900.1268937",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:36 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE'07).",
abstract = "Python's use in education has grown rapidly, due to
its elegantly simple syntax. Though often viewed as a
``scripting language,'' Python is a fully
object-oriented language with an extremely consistent
object model and a rich set of built-in classes. In
this tutorial, we share our experiences using Python in
the context of an object-oriented CS1 course. We will
begin with an overview of the language, with particular
emphasis on the object-orientation. We then present
several coherent teaching strategies and a variety of
graphical and non-graphical projects. Both new and
experienced Python users are welcome.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Manaris:2007:DCE,
author = "Bill Z. Manaris",
title = "Dropping {CS} enrollments: or the emperor's new
clothes?",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "6--10",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345377",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Manaris07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "According to CRA [1], the number of new CS majors
dropped by approximately 50\% from Fall 2000 to Fall
2006. So, what happened right before Fall 2001 when the
CS enrollments started dropping?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2007:BEY,
author = "C. Dianne Martin",
title = "Blogger ethics and {YouTube} common sense",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "11--12",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345379",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Martin07a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "As our students live more of their lives on the
internet using sites such as Facebook, YouTube,
personal blogs and Second Life, those of us in the
older generations may need to rethink how we can better
mentor them to become good web citizens. Recently there
have been a number of interesting controversies around
sites that allow people to publish very personal
glimpses into their lives or anonymous opinions. The
posting of the video Obama Girl and similar bogus
videos related to political candidates on YouTube has
the potential to influence a presidential election. The
recent discovery that John Makey, the CEO of Whole
Foods, anonymously authored a blog that praised his
company and slammed a rival he was trying to acquire in
an attempt to manipulate stock prices has raised
eyebrows at the Federal Trade Commission and resulted
in a probe by the Securities and Exchange Commission
for possible illegal actions. Many college students are
finding out that dumb photos of themselves appearing to
be drunk or on drugs, which they posted on FaceBook as
a joke along with language to support the ruse, are now
preventing them from getting jobs or security
clearances. The site Second Life has generated both
millionaires and bankruptcies as people vie to sell
virtual space to each other.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gotterbarn:2007:DSC,
author = "Donald Gotterbarn",
title = "Don't soil the commons: turning the blogosphere into
the clogosphere",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "12--13",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345381",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Gotterbarn07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "In July I was fortunate to attend a Computer Ethics
Conference in San Diego. One of the speakers referred
to the concept of the 'Tragedy of the Commons'. I
realized that a variation concept unfortunately models
the ways we use and develop the internet.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2007:CCP,
author = "Tony Clear",
title = "Computing capstone projects and the role of failure in
education",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "13--15",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345383",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Clear07a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "We held our end of semester capstone project
presentations just the other day. Always an interesting
experience, for students, audience and for me in
particular as coordinator of our capstone project
experience. Our Bachelor of Computer \& Information
Sciences degree has broadened recently to include
several new majors. So now in addition to our
traditional software development majors, we have seen a
variety of project presentations from students majoring
in IT Security, Information Services, Net
Centric-computing and a student studying a conjoint
degree majoring in accounting and software development.
Several teams had a combination of students from these
different majors. This of course raises challenges for
us in sourcing, coordination and assigning of projects,
as well as for supervisors in overseeing the more
multi-disciplinary model of learning that these
projects bring forth.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Topi:2007:UMC,
author = "Heikki Topi",
title = "Update on the {IS} model curriculum revision project",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "15--16",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345385",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Topi07a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "In my previous inroads IS Education column I described
the first steps that had been taken toward the launch
of a process to revise the undergraduate Information
Systems model curriculum. The main purpose of this
follow-up column is to give you an update of the status
of the project and discuss the next steps.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2007:RTC,
author = "Raymond Lister",
title = "The {Randolph} thesis: {CSEd} research at the
crossroads",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "16--18",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345387",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Lister07a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Justus Randolph recently completed a PhD dissertation
which is a methodological review of computer science
education research. His review is based upon 352 CSEd
articles published between 2000 and 2005. While I do
not agree with all aspects of Randolph's argument, it
is a thought provoking dissertation. It is downloadable
from a website [2] and I believe that most people who
are active in CSEd Research should read it. To whet
your appetite for the entire dissertation, I recommend
that you first read the paragraph at the top of page
162, which begins ``The typical computer science
education research paper is\ldots{}''",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2007:WID,
author = "Henry MacKay Walker",
title = "What image do {CS1\slash CS2} present to our
students?",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "18--19",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345389",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Walker07a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "In my discussions with prospective students and their
parents, many or most high school students seem to
believe that computer science focuses on some
combination of three elements: surfing the Web, playing
games, and hacking. Further, these potential students
often believe that computing is solitary, mindless
button-pushing, and antisocial. In addition, many of
these folks have the impression that there are few jobs
in the computing industry (most are outsourced), and
the few that remain lack the potential for creativity
or societal impact.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hawthorne:2007:VFF,
author = "Elizabeth K. Hawthorne",
title = "Visions of a future \ldots{} without forgetting the past",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "19--20",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345391",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Hawthorne07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "In his last column, Reflections on a History, Robert
D. Campbell bade farewell as chair of the ACM Two-Year
College Education Committee (TYCEC). On behalf of all
committee members past and present, it is my pleasure
and privilege as incoming chair to thank Bob for all
his countless hours of service to the TYCEC over the
past fourteen years. As chair for the last six years,
Bob lead the committee to an exceptional record of
accomplishment and by doing so continued the fine
reputation of the committee. We extend our deepest
appreciation for your personal dedication and
noteworthy contributions. Likewise, we are so delighted
to have ongoing access to your unique talents and vast
experience as you remain a committee member and
invaluable mentor. You most certainly will be a hard
act to follow. I will endeavor to carry on your
momentum as well as those of past chairs to promote
this committee's extraordinary history into the
foreseeable future.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gal-Ezer:2007:RDL,
author = "Judith Gal-Ezer",
title = "Reflections on distance learning",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "21--22",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345393",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Gal-Ezer07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Distance learning (DL) provides conditions that meet
the constraints of individuals who work, raise a
family, manage a household or serve in the military.
Basically, DL is not space or time dependent and
usually is not based on a central campus where
lecturers and students gather, and in many cases no
prerequisites are needed before enrolling. Thus, DL
makes higher education available to those who wish to
study but cannot do so in traditional universities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Turner:2007:MIE,
author = "A. Joe Turner",
title = "More on {IFIP} educational activities",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "22--22",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345395",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Turner07a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "This column provides a summary of some recent and
upcoming IFIP events.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Astrachan:2007:HC,
author = "Owen L. Astrachan",
title = "Head in the clouds",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "23--23",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345397",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Astrachan07a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Once upon a time I was a boy in high school who
listened to the Firesign Theatre Group and wondered
what one of their phrases meant: ``How can you be in
two places at once when you're not anywhere at all.''
Today I am thinking of a similar phrase, one I think
may apply to many of our introductory courses: ``How
can we teach problem-solving when we're not solving
real problems at all.'' Of course I have something in
mind when I use the phrase real problem. Before I
describe what I have in mind I'll take a liberty and
describe what I don't have in mind: I don't have in
mind Towers of Hanoi to illustrate recursion; I don't
have in mind a program printing the verses of 'Old
MacDonald had a Farm' to illustrate methods and
parameters; I don't have in mind employees, hourly
employees, and salaried employees to illustrate
inheritance. I confess, however, to having used all
these examples at some point, but I've abandoned them
for a higher cause: the cause of using real problems.
My bias is that the real problems we use should come
from the academic disciplines our students know about
and are close to. For my students these include
computer science, biology, economics, sociology,
physics, and mathematics. But I am biased even further
and I'm staying away from number theory, combinatorics,
and inclined planes. That doesn't mean we shouldn't use
songs to illustrate parameter passing or employees to
illustrate inheritance. We should use these as
metaphors and analogies to ground the concepts in terms
the students understand. However, these examples should
not be the ultimate goal in what we want our students
to understand --- they should be tools we use in
explaining the concepts we need to understand real
problems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kaczmarczyk:2007:RPP,
author = "Lisa C. Kaczmarczyk",
title = "Resist and persist (productively)",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "23--24",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345399",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Kaczmarczyk07a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Sometimes a brilliantly percolated pedagogical idea
results in poisoning and death. Such was the case last
fall, when my colleague Matt Boutell and I decided to
overhaul an introductory computing honors class. You
may think that being asked to teach small sections of
technically well prepared and occasionally even
brilliant freshmen would be a gleeful and satisfying
relief. Indeed, the faculty members at Rose-Hulman
often celebrate, and justifiably so, how well the
students respond to being ``fire-hosed'' with technical
content. In this case, our self-appointed task was to
excite, challenge, motivate and above all push the
limits of new students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Popyack:2007:ST,
author = "Jeffrey L. Popyack",
title = "Society in transition",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "25--26",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345401",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Popyack07a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Greetings! This year has marked some transitions for
Upsilon Pi Epsilon --- both in operations and
constitutionally. It also marked another year of
outstanding student achievement and awards.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2007:PCM,
author = "Peter B. Henderson",
title = "Pre-college math concepts vs. skills",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "26--28",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345403",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Henderson07a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Here is some news to bring you up-to-date. I retired
from Butler at the end of the spring 2007 semester. So
now I am a retired emeritus professor from two
institutions: SUNY Stony Brook and Butler University.
Accordingly, this has been an interesting summer as I
ease into retirement. Before there was always pressure
to get summer things done before starting the academic
year. Now I find putting lots of them off knowing there
is always tomorrow, next week, month, year, etc. The
columns I write are also coming a bit more slowly.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2007:AA,
author = "David Ginat",
title = "Alternating accumulation",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "28--29",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345405",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Ginat07a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "The current issue's new challenge involves the
development of a seemingly simple task of collecting
integers from a given list. Yet one has to be careful.
The more intuitive solution and its various patches may
not be ``safe''. In our experience, this task is yet
another example where one should be very careful with
correctness and efficiency.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2007:CI,
author = "Nick Parlante",
title = "Cheating and the {Internet}",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "29--30",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345407",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Parlante07a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2007:EHR,
author = "David Ginat",
title = "Elaborating heuristic reasoning and rigor with
mathematical games",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "32--36",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345409",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Ginat07b;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Mathematical games arouse enthusiasm and challenge.
They usually involve clear and simple rules, with
physical, visual, or numerical entities, which raise
motivation and intuition. The development of their
playing strategies requires both heuristic reasoning
and rigor. In order to win, one should recognize and
capitalize on number patterns, such as parity and
symmetry, as well as invariant patterns of repeated
algorithmic actions. The search for patterns involves
essential problem solving heuristics, and the
validation of devised algorithmic actions requires a
rigorous, scientific point of view. While games are
known to be stimulating, their utilization in textbooks
is very limited, if at all. In this paper, we offer an
instructional approach, of using mathematical games,
for elaborating fundamental notions that are apparent
and relevant already at the very basic levels of
computer science (CS) studies. We display our approach,
illustrate it, and describe our experience in applying
it in class.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Minsker:2007:LTT,
author = "Steven Minsker",
title = "The linear twin {Towers of Hanoi} problem",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "37--40",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345410",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Minsker07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "We propose a simple new variation of the Towers of
Hanoi problem, in which there are three pegs arranged
in a row and there are two stacks (black, white) of n
rings each, initially located on the end pegs. The
object is to exchange the stacks in accordance with the
usual Hanoi rules, and with the additional restriction
that rings cannot move directly from end to end. An
optimal algorithm is presented, and its performance is
analyzed. The problem and its solution are not
difficult; the purpose of this paper is to present a
simple yet interesting exercise in discrete mathematics
and recursive algorithms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Qidwai:2007:LLE,
author = "Uvais A. Qidwai",
title = "A {LAMP-LEGO} experience of motivating minority
students to study engineering",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "41--44",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345411",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Qidwai07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "In this paper, I would like to share my experience
with Louisiana Alliance for Minority Participation
Program (LAMP) in which I participated as a faculty
mentor from Tulane University in New Orleans,
Louisiana, USA. This program is aimed at improving the
education level and the standards of education in
certain areas where students are not encouraged to go
to college or take basic sciences and engineering as
their career. This is due to either lack of financial
resources or lack of focus and motivation on part of
the students, which in turn is due to several social
problems probing into poverty and crimes' vicious
circle. I have served in this program as a faculty
mentor from an elite university and have made the
students from minority colleges to participate directly
with my own senior and graduate students to encourage
them as to how they can be of the same caliber. Other
than inter-personal skills, the use of Lego Mindstorm
Robotics Invention system has shown a great increase in
motivation and focusing the students towards
Engineering Education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yang:2007:EOA,
author = "Feng-Jen Yang",
title = "Eliciting an overlooked aspect of {Bayesian}
reasoning",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "45--48",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345412",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Yang07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Bayesian theorem is the theoretical basis of
uncertainty management as well as the stochastic
foundation for forecast-oriented expert systems.
Mathematically, the reasoning steps can be represented
by a sequence of probabilistic computations. To reduce
the mathematical complexity and make it mentally
manageable, an assumption, known as Bayesian
Assumption, is usually made. This assumption does
simplify the computation, but also introduces errors to
the computation and makes it distorted from the real
probabilistic result. In this paper, I use Venn
diagrams to discuss the distortion being introduced to
the result by showing cases from best-fitted,
partial-fitted to worst-fitted.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yuen:2007:NKC,
author = "Timothy T. Yuen",
title = "Novices' knowledge construction of difficult concepts
in {CS1}",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "49--53",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345413",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Yuen07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "This cognitive study examines how students come to
know and apply what they learn in a CS1 course.
Students were asked to solve problems involving three
difficult concepts in CS1 in clinical interviews. Data
show diverse forms of knowledge (automatic, associate,
and conceptual) and their application (need to code,
generalizing, and efficiency) in problem solving. This
study was funded by the SIGCSE Special Projects
grant.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rolfe:2007:ADP,
author = "Timothy J. Rolfe",
title = "An alternative dynamic programming solution for the $
0 / 1 $ knapsack",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "54--56",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345414",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Rolfe07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "The 0/1 knapsack (or knapsack without repetition) has
a dynamic programming solution driven by a table in
which each item is consecutively considered. The
problem can also be approached by generating a table in
which the optimal knapsack for each knapsack capacity
is generated, modeled on the solution to the integer
knapsack (knapsack with repetition) found in Sedgewick
[1] and the solution to change-making found in Ciubatii
[2].",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Eshet-Alkalai:2007:HUB,
author = "Yoram Eshet-Alkalai",
title = "Humans under bombardment: performing in a real-time
world",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "57--60",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345415",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Eshet-Alkalai07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "In present-day technologies, such as computer games,
multimedia simulators, educational animations,
chatrooms and, and synchronous teaching platforms, the
performance of users depends on their ability to
process simultaneously large volumes and various types
of stimuli that ``bombard'' their cognition in
real-time and at a high speed. Real-time thinking is
described here as a cognitive skill that helps users to
work effectively in real-time environments. The paper
describes the major dimensions of real-time thinking
(i.e., simultaneous processing, responding to
high-speed stimuli, attention management and
multi-tasking, handling multiple perspectives and
multiple representations effectively and managing
real-time feedback), and discusses the challenges it
poses for online teachers and designers of multimedia
learning environments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fleck:2007:PFP,
author = "Arthur Fleck",
title = "{Prolog} as the first programming language",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "61--64",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345416",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Fleck07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "The adoption of logic programming in an introductory
course on computer programming offers several rewards.
The higher conceptual level of this programming
paradigm guides students to an early appreciation for
abstraction. The descriptive character of programs
makes them more understandable than conventional
programs, and the relational basis makes them more
versatile. This incremental and highly interactive
style of programming leads to early student success and
motivates active participation by students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cohen:2007:CSL,
author = "Avi Cohen and Bruria Haberman",
title = "Computer science: a language of technology",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "65--69",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345417",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#CohenH07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "The field of computer science has been rapidly
developing since its recognition as a stand-alone
discipline. The dynamics of the field led to its
inadequate public image and posed challenges regarding
how to make computer science studies more appealing to
students. Recently, computer science has been
recognized as a language of natural sciences, and its
synergy with these sciences became noteworthy. This
paper illuminates another facet of computer science. We
call for the acknowledgement of computer science as a
scientific paradigm, which is a language of technology.
The language describes structures, processes,
relationships, and communications. We believe that this
view expands the responsibility of computer science in
the contemporary world and legitimates its status as a
basic language that is essential for acquiring
scientific and technological literacy.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Guimaraes:2007:LCC,
author = "Jos{\'e} de Oliveira Guimar{\~a}es",
title = "Learning compiler construction by examples",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "70--74",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345418",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Guimaraes07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "In traditional compiler construction courses, each
compiler phase is studied in detail before moving on to
the next one. This not only places a great distance
between theory and practice but also makes the students
lose the big picture of the subject. We have been
employing a different course format in which the
subject is incrementally introduced through ten
compilers of increasingly complexity. The first
compiler is in fact just a syntax analyzer of a very
simple language. The last one is a complete compiler of
a Pascal-like language. Students of this course learn
how to build compilers faster than the usual.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Graham:2007:IPP,
author = "John R. Graham",
title = "Integrating parallel programming techniques into
traditional computer science curricula",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "75--78",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345419",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Graham07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "With the introduction of the Sony PlayStation 3 and
its use of multi-core processors, parallel computing
has left the research arena and the domain of gaming
programmers and joined the mainstream of popular
computing. Unfortunately, most undergraduate computing
disciplines typically do not have the facilities or a
comparative basis to help decide which hardware or
software models to use to best integrate parallelism
into modern curricula. This article enumerates various
software models and programming options, to assist in
integrating parallel software design techniques into
the traditional software development training.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Williams:2007:LLSb,
author = "Laurie Williams",
title = "Lessons learned from seven years of pair programming
at {North Carolina State University}",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "79--83",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345420",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Williams07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "A recent survey conducted on the SIGCSE mailing list
indicated that up to 80\% of CS1, CS2, and data
structures instructors allow students to collaborate.
The use of collaboration increases as students advance
through the computer science curriculum. Some computer
science educators use pair programming as the model for
their student collaboration, sometimes with mixed
results. At North Carolina State University, over a
thousand students have pair programmed in CS1,
undergraduate software engineering, and graduate level
courses over the last seven years. This paper provides
a summary of the lessons we have learned through
experience and through extensive research over this
period.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lai:2007:IPS,
author = "Yiu-chi Lai and Tak-wah Wong",
title = "Infusing problem solving skills into computer
lessons",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "84--86",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345421",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#LaiW07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "In Hong Kong, the coming New Senior Secondary
Information and Communication Technology (NSS ICT)
curriculum highly emphasizes the complex thinking
processes like creativity, critical thinking and
problem solving. In this paper, we attempt to use two
detailed examples to illustrate how to infuse problem
solving skills into computer lessons. It means that
classroom time can be spent on the thinking skill as
well as on the curriculum content.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nair:2007:MCP,
author = "Achuth Sankar S. Nair and Vinod Chandra",
title = "A {MetaL} for {C} and {Pascal}",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "87--91",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345422",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#NairC07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "In this work, we have tried to combine Pascal and C
language to form a meta-frame work. This metaplatform
also provides data structure flexibility to the
programmers. By this, one can declare a data structure
in Pascal and can use it in C language segments, and
vice versa. This meta-language provides a simple,
flexible, extensible, and a formal framework for
expressing transformational schemes. It also automates
the cumbersome and error-prone part of the program
transformation. Our aim is to make meta-programming
less error-prone, by providing a type system to
facilitate the construction of correct meta- frame.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goulding:2007:CGD,
author = "Tom Goulding and Rita DiTrolio",
title = "Complex game development by freshman computer science
majors",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "92--99",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345423",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#GouldingD07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "This case study reveals Daniel Webster College's
experience of increasing enrollments dramatically and
igniting student enthusiasm for the computer sciences
by combining complex game development with innovative
classroom management techniques and non traditional
student assessments. In this paper we discuss the
classroom methods which favor independent study,
cooperative learning and teamwork over lectures and
individual achievement. This provides the basis for
freshmen computer science majors to experience the
pressures and motivations found in the game development
industry. Those pressures include mandatory independent
study, massive knowledge assimilation, rapid product
development and tight schedules developing complex
gaming systems. Thus, the cachet of complex game
development in C\# .NET is exploited, but at the same
time the development of core programming skills remains
the target goal.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Arbe:2007:FLT,
author = "Jos{\'e} Miguel Blanco Arbe and Ana S{\'a}nchez Ortega
and Jes{\'u}s Ib{\'a}{\~n}ez M{\'a}rtinez-Conde",
title = "Formal languages through {Web} forms and regular
expressions",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "100--104",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345424",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#ArbeOM07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "We present a practical and up-to-date proposal to
teach formal languages. It takes advantage of frequent
use of regular-expressions to specify entry data forms
in different contexts and, particularly, in three-layer
web applications. Compared to more classical approaches
our method improves significantly the acquainting of
students with the immediate practical utility of the
concepts involved in formal language definition.
Students must develop code fragments based on
JavaScript notation of regular-expressions.
Accordingly, any web browser can be a suitable platform
for the execution of solutions. The experience has
proved to be effective and well-accepted by students
and teachers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sattar:2007:CAS,
author = "Abdul Sattar and Torben Lorenzen",
title = "Computer applications: a service course",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "105--107",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345425",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#SattarL07a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "A paperless computer applications course, which is
driven by an online syllabus is described. Students
demo their work on the computer rather than hand in
paper assignments. Several advanced topics are included
to challenge the students and downloads are provided to
minimize the amount of student busywork. The use of
weekly lecture and assignment downloads allow
instructors to teach sections with twenty-five students
with no graduate student or clerical support.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Garzas:2007:ITO,
author = "Javier Garz{\'a}s and Mario Piattini",
title = "Improving the teaching of object-oriented design
knowledge",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "108--112",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345426",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#GarzasP07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "In the general sphere of the teaching of software
engineering concepts, it can be noted that there are
very few pieces of work dealing with how to get across,
through teaching, the practical experience that has
been built up on the subject of object-oriented design.
The few works that do exist focus on design patterns.
Pattern catalogues, however, do not completely resolve
the problem of imparting the experience about
object-oriented design, an area where it is clear that
the greatest benefit derived from the patterns is
achieved when their designers are already-experienced.
What is more, other elements associated with
object-oriented knowledge, such as principles,
heuristics, best practices, bad smells, etc., are
components related to practical knowledge of design.
These are barely taken into consideration, however. In
an effort to solve these problems, we put forward an
ontology which brings together and integrates
object-oriented design which improves teaching, amongst
other things. It makes the great quantity of knowledge
that has been built up clearer and brings it together
into a united whole. It is thus possible to create
catalogues of integrated knowledge.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kawell:2007:CRW,
author = "Greg Kawell",
title = "Concepts to real world implementation via service
learning",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "113--116",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345427",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Kawell07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "This paper presents the experience I had implementing
a Service Learning component into a Operating
System/Networking 300 level course. The goal was to get
the students to take the concepts from the classroom
and textbook and use them to solve real world problems
that would affect real people. The method for measuring
the effects of this project was the journal entries
students kept throughout the semester. In the end, the
students not only successfully applied the concepts but
felt they had gone beyond the material presented in the
classroom and had an impact on the world around them.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lorenzen:2007:NST,
author = "Torben Lorenzen and John Santore and David Glassman
and Juozas Baltikauskas",
title = "No slacker on team programming projects",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "117--118",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345428",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#LorenzenSGB07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "It is necessary for students to learn how to program
in a team environment because they will be required to
do so in industry after graduation. However, it is
difficult to ensure that each student on an academic
team is contributing significantly to the overall team
effort. The authors describe several failed attempts to
grade teamwork fairly and a new method that guarantees
individual accountability in a team environment. This
last method promotes fairness in grading each member's
work on a team.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Smith:2007:TPC,
author = "Wanda J. Smith and France B{\'e}langer and Tracy L.
Lewis and Kristi Honaker",
title = "Training to persist in computing careers",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "119--120",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345429",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#SmithBLH07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Funded by a SIGCSE Special Project grant, Training to
Persist in Computing Careers is a hands-on resource for
faculty interested in incorporating soft skills
training in IT-related courses. Soft skills include
such abilities as controlling and using one's emotions
(emotional intelligence), dealing with team issues and
stress (coping strategies) and using
business-appropriate language. These skills are
increasingly recognized as key to success in IT-related
disciplines [1, 5].",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Beaubouef:2007:IHT,
author = "Theresa Beaubouef and Patrick McDowell",
title = "Ice hockey and tennis balls: playing at computer
science research with robotics",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "121--124",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345430",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#BeaubouefM07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "This paper investigates issues involved in
establishing an undergraduate research program in
robotics. We discuss our motivation for such a program,
the challenges involved with various aspects of
administration and equipment, and our plans for
projects for student research. One project deals with
programming a robot to play air hockey and another
project involves the collection of tennis balls from a
tennis court using a coordinated team of robots.
Preliminary results hold promise, and we are optimistic
about the future of the program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Edmondson:2007:DDA,
author = "Carol Edmondson",
title = "{Dear Dorothy}: agonies from first-year programming",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "125--126",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345431",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Edmondson07a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Students who are new to tertiary study may be confused
about the way things are done at university. Students
who fared well at secondary school by doing what they
were told, and students who view education as a process
of collecting the correct answers, are particularly
prone to being disoriented by first year programming
courses. This paper uses humour, in the form of fake
letters to a mythical agony aunt, to inform students
without admonishing them for their lack of
understanding.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Joyce:2007:RIS,
author = "Dan Joyce and Bruce Klein and Ren{\'e}e McCauley",
title = "Report on improving {SIGCSE\slash ITiCSE} program
creation process",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "128--129",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345433",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#JoyceKM07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Based on post-meeting review forms, most attendees of
the SIGCSE Symposium and ITiCSE Conference greatly
appreciate the programs put together by the respective
program committees. In recent years, nevertheless,
several SIGCSE members have communicated their concerns
to the SIGCSE Board about the paper solicitation,
submission, review, and selection process used for
these meetings.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Randolph:2007:FMR,
author = "Justus J. Randolph",
title = "Findings from {``A Methodological Review of the
Computer Science Education Research: 2000--2005''}",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "130--130",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345434",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Randolph07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "A summary of the findings and recommendations from an
ACM SIGCSE Special Projects grant to conduct a
large-scale methodological review of the computer
science education literature are presented here.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Randolph:2007:PEP,
author = "Justus J. Randolph",
title = "Planning and evaluating programs in computer science
education",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "131--131",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345435",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Randolph07a;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "In this paper, I summarize four articles that came
about as a result of a special projects grant to
develop resources for planning and evaluating CSE
programs. The articles include a review of previous
K-12 CSE program evaluations, two evaluation and
planning models, and a case study in youth
participatory program planning in which those models
were investigated.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Simon:2007:DAN,
author = "Beth Simon and Sue Fitzgerald and Ren{\'e}e McCauley
and Susan M. Haller and John Hamer and Brian Hanks and
Michael T. Helmick and Jan Erik Mostr{\"o}m and Judy
Sheard and Lynda Thomas",
title = "Debugging assistance for novices: a video repository",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "137--151",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345437",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#SimonFMHHHHMST07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "This paper reports on the efforts of an ITiCSE 2007
working group with the aim of producing a publicly
available, searchable, tagable, Web 2.0-style
repository of short debugging videos. This repository
may be accessed from http://debug.csi.muohio.edu/. The
videos are aimed at novice Java programmers who may
need help debugging when none is available (e.g., in
the middle of the night before the homework is due).
However, it could also be used by instructors of
introductory programming. Here we discuss our
motivation in creating this repository and detail the
process we followed and the products we produced.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fuller:2007:DCS,
author = "Ursula Fuller and Colin G. Johnson and Tuukka Ahoniemi
and Diana Cukierman and Isidoro Hern{\'a}n-Losada and
Jana Jackova and Essi Lahtinen and Tracy L. Lewis and
Donna McGee Thompson and Charles Riedesel and Errol
Thompson",
title = "Developing a computer science-specific learning
taxonomy",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "152--170",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345438",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#FullerJACHJLLTRT07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Bloom's taxonomy of the cognitive domain and the SOLO
taxonomy are being increasingly widely used in the
design and assessment of courses, but there are some
drawbacks to their use in computer science. This paper
reviews the literature on educational taxonomies and
their use in computer science education, identifies
some of the problems that arise, proposes a new
taxonomy and discusses how this can be used in
application-oriented courses such as programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2007:COA,
author = "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",
title = "The computing ontology: application in education",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "171--183",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345439",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#CasselDFHILLMP07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Working Group 3 at ITiCSE 2007 continued the ongoing
work of the Ontology of Computing project. The working
group brought several new people into the project and
addressed areas of the ontology of particular interest
to these participants. In particular, the group worked
on the Ontology sections related to History of
Computing, Computing Security and Social and Ethical
issues. With the intention of applying the ontology to
the support of curriculum development in mind, the
group also reviewed and discussed proposed means of
presenting a visual representation of the ontology.
There was also some work on the present structure of
the ontology and future possibilities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Applin:2007:MPD,
author = "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",
title = "A multi-perspective digital library to facilitate
integrating teaching research methods across the
computing curriculum",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "184--203",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345440",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#ApplinHJODGOW07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "The {$<$ u$>$ c$<$}/{u$>$ omputing} {$<$ u$>$
r$<$}/{u$>$ esearch} {$<$ u$>$ m$<$}/{u$>$ ethods}
(CRM) literature is scattered across discourse
communities and published in specialty journals and
conference proceedings. This dispersion has led to the
use of inconsistent terminology when referring to CRM.
With no established CRM vocabulary and isolated
discourse communities, computing as a field needs to
engage in a sense-making process to establish the
common ground necessary to support meaningful dialog.
We propose to establish common ground through the
construction of the {$<$ u$>$ c$<$}/{u$>$ omputing}
{$<$ u$>$ r$<$}/{u$>$ esearch} {$<$ u$>$ m$<$}/{u$>$
ethods} {$<$ u$>$ m$<$}/{u$>$ ulti}-{$<$ u$>$
p$<$}/{u$>$ erspective} {$<$ u$>$ d$<$}/{u$>$ igital}
{$<$ u$>$ l$<$}/{u$>$ ibrary} (CRM-MPDL), a
scholar-produced digital resource for the CRM
community. As with its parent design research project
on teaching CRM, CRM-MPDL is being developed through
iterative and participatory design in an emergent
fashion in tandem with the larger CRM community. For
our resource to be viable, we must carefully explore
the rich details and nuances of our stakeholder
communities and the perspectives they bring to the
sense-making process. As a discount alternative to
truly having a representative sample of our user
population ``in the room'' with us throughout the
design and implementation process, we have implemented
a development approach for CRM-MPDL using personas as a
means to gain insights and feedback from the target
user communities. For this iteration of the development
process, we are concentrating on the needs of the
faculty. In this report, we present our evolving
understanding of the project, and seek feedback and
input on several key aspects of the theoretical and
process models. We then present the framework for the
faculty personas, as well as an overview of some of the
personas at the time the paper was prepared, in the
hopes that we can entice readers to visit the project
website to help with the ongoing audit and refinement
process. We also give an overview of the content model
for CRM-MPDL, which will have evolved (and may even be
available as a working prototype) by the time this
article appears in print. Finally, we conclude with a
current status summary, and issue several specific
calls for participation in the ongoing work of the
project.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pears:2007:SLT,
author = "Arnold Pears and Stephen Seidman and Lauri Malmi and
Linda Mannila and Elizabeth Adams and Jens Bennedsen
and Marie Devlin and James Paterson",
title = "A survey of literature on the teaching of introductory
programming",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "204--223",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345441",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#PearsSMMABDP07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "Three decades of active research on the teaching of
introductory programming has had limited effect on
classroom practice. Although relevant research exists
across several disciplines including education and
cognitive science, disciplinary differences have made
this material inaccessible to many computing educators.
Furthermore, computer science instructors have not had
access to a comprehensive survey of research in this
area. This paper collects and classifies this
literature, identifies important work and mediates it
to computing educators and professional bodies. We
identify research that gives well-supported advice to
computing academics teaching introductory programming.
Limitations and areas of incomplete coverage of
existing research efforts are also identified. The
analysis applies publication and research quality
metrics developed by a previous ITiCSE working group
[74].",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Liccardi:2007:RSN,
author = "Ilaria Liccardi and Asma Ounnas and Reena Pau and
Elizabeth Massey and P{\"a}ivi Kinnunen and Sarah
Lewthwaite and Marie-Anne Midy and Chandan Sarkar",
title = "The role of social networks in students' learning
experiences",
journal = j-SIGCSE,
volume = "39",
number = "4",
pages = "224--237",
month = dec,
year = "2007",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1345375.1345442",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 16:57:39 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#LiccardiOPMKLMS07;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib",
abstract = "The aim of this research is to investigate the role of
social networks in computer science education. The
Internet shows great potential for enhancing
collaboration between people and the role of social
software has become increasingly relevant in recent
years. This research focuses on analyzing the role that
social networks play in students' learning experiences.
The construction of students' social networks, the
evolution of these networks, and their effects on the
students' learning experience in a university
environment are examined.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pausch:2008:ADM,
author = "Randy Pausch",
title = "{Alice}: a dying man's passion",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "1--1",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352137",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "I have spent the last fifteen years of my life leading
an incredible team. Our quest (which we did not even
realize in the beginning) was to revolutionize the way
computer programming is taught. Current versions of the
Alice system (Alice v2.0, and Caitlin Kelleher's
``Storytelling Alice'') have been very effective in the
college classroom and in tests with middle school
girls. The use of drag-and-drop authoring to create
$3$D movies has proved to be a powerful motivator for
students of all ages and both genders. In 2008, we will
release Alice v3.0, which provides ``real Java''
programming and the characters from EA's ``The Sims,''
the most popular PC video game in history. Damn shame I
won't be there to see it. As you probably know, I'm
dying of pancreatic cancer, as became widely known in
my ``Last Lecture.'' Like Moses, I get to see the
promised land, but not set foot in it. But the vision
is clear. Long before I became ill, Dennis Cosgrove
took over the responsibility for the design of Alice
v3.0, and he's doing a whale of a job. Steve Cooper (of
St. Joseph's University), Wanda Dann, and Don Slater
are handling the pedagogic materials for college and
high school, and Caitlin Kelleher (now junior faculty
at Washington University in St. Louis) is heading the
efforts regarding middle school girls. This talk will
address the history, philosophy, and future of the
Alice project, and will include a behind-the-scenes
look at a pre-release version of Alice v3.0. I will
give this address in person if I am still alive and
able, or by a combination of pre-taped video and help
from the Alice team. I cannot imagine a better
professional legacy than what the Alice team is
currently building.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Almstrum:2008:PHC,
author = "Vicki L. Almstrum and Bill Aspray and Mary Anne Egan
and John Impagliazzo",
title = "Perspectives on history in computing and education",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "2--3",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352139",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Armoni:2008:TST,
author = "Michal Armoni and Noa Lewenstein and Mordechai
Ben-Ari",
title = "Teaching students to think nondeterministically",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "4--8",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352141",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Nondeterminism is a fundamental concept of computer
science. However, since it is a very abstract concept,
teaching and learning nondeterminism is difficult. In
this paper we focus on one aspect of the teaching and
learning processes of nondeterminism: the extent to
which undergraduate students of computer science
perceive that nondeterministic automata exhibit
nondeterministic behavior, that is, they are
unpredictable and inconsistent. First we show that
students tend to think of nondeterministic automata as
consistent machines; then we show that an explicit
intervention can significantly affect students' mental
models of nondeterministic automata in the direction of
improving their perception of nondeterministic
behavior.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Polycarpou:2008:CAT,
author = "Irene Polycarpou and Ana Pasztor and Malek Adjouadi",
title = "A conceptual approach to teaching induction for
computer science",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "9--13",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352142",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this paper, we present an approach to teaching
induction that we call the ``conceptual route'' of
teaching induction. Proofs by induction are central to
the study of computer science and students come across
them in many courses of their curricula. It is
documented in the literature that in general students
have difficulties with proofs by induction. Even though
through the years some solutions were proposed to
improve the situation, recent studies show that
students are still having difficulties. Currently,
proofs by induction take up too little of the computer
science curriculum, and they are taught as a
step-by-step procedure to be followed, which is not
sufficient for students to gain conceptual
understanding. In contrast, our approach aims at
students' conceptual understanding by shifting their
focus from the syntactic form of proofs by induction to
their substance. The theoretical underpinning of our
approach is an operationalization of the Induction
Principle.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lucas:2008:ITJ,
author = "Joan M. Lucas and Jonathan Jarvis",
title = "Incorporating transformations into {JFLAP} for
enhanced understanding of automata",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "14--18",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352143",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This paper describes our experience extending the
educational software program JFLAP. JFLAP enables
students to design and simulate automata such as Finite
State Machines, push-down automata, and Turing
Machines. It is a valuable aid in any Automata Theory
course. We modified JFLAP so that students could write
Java programs that alter the actual automaton itself.
This utility greatly increases the students' ability to
grasp such fundamental topics as the Church--Turing
thesis and the theory of undecidability.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hanks:2008:IAC,
author = "Brian Hanks and Carol Wellington and Tom Reichlmayr
and Cyril Coupal",
title = "Integrating agility in the {CS} curriculum: practices
through values",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "19--20",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352145",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reges:2008:MBB,
author = "Stuart Reges",
title = "The mystery of ``{\tt b := (b = false)}''",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "21--25",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352147",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This paper describes some unusual patterns that
emerged from a statistical analysis of the 1988
Advanced Placement Exam in Computer Science. Most
multiple-choice questions on the exam had few
significant correlations with other parts of the exam.
But a small set of five questions had a nontrivial
correlation with many parts of the test. One question
in particular demonstrated such correlations. It asked
about the effect of the assignment statement ``{\tt b:=
(b = false)}'' for a boolean variable {\tt b}. One
interpretation of this data is that these questions are
testing general programming aptitude. The paper
presents the analysis along with a discussion of the
possible implications.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2008:LWC,
author = "David Ginat",
title = "Learning from wrong and creative algorithm design",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "26--30",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352148",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "We all are aware of the relevance of examining a task
from diverse angles. We also are aware of the potential
relevance of learning from one's mistakes. Yet computer
science (CS) textbooks and teaching materials fall
short in embedding these two notions. In this paper, we
present an approach of elaborating divergent thinking
in algorithm design, while capitalizing on erroneous
solutions. Using a collected set of non-routine
algorithmic tasks, we developed and applied a scheme of
class activities, in which initial faulty solutions
(due to novice tendencies) are carefully examined, and
their falsifying inputs and characteristics are used
for creative reasoning that yields fruitful outcomes.
We present and illustrate our activities, refer to
their cognitive aspects, and describe our experience
with applying them in (an Introduction-to-Algorithms)
class.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gries:2008:PAT,
author = "David Gries",
title = "A principled approach to teaching {OO} first",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "31--35",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352149",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "There has been debate about whether OO should, or even
can, be taught first in CS1 (using Java). We claim that
OO can be taught successfully, provided certain
principles are followed. These principles lead to the
requirement of an appropriate model for classes and
objects, which we provide.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wilson:2008:CS,
author = "Greg Wilson and Christine Alvarado and Jennifer
Campbell and Rubin Landau and Robert Sedgewick",
title = "{CS-1} for scientists",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "36--37",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352151",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Corliss:2008:BCJ,
author = "Marc L. Corliss and E. Christopher Lewis",
title = "{Bantam}: a customizable, {Java}-based, classroom
compiler",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "38--42",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352153",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This paper introduces the Bantam Java compiler
project, a new language and compiler designed
specifically for the classroom Bantam Java, the source
programming language, is a small subset of the Java
language, which is a commonly-used language in
introductory programming courses. Because Bantam Java
is similar to Java, it leverages the student's existing
intuition and the student can automatically apply what
they learn in the course directly to Java. The Bantam
Java project is also customizable (it supports several
tools and targets), which gives instructors flexibility
in designing course assignments. Finally, the Bantam
Java compiler project includes a free, comprehensive,
student manual which can be used in conjunction with
any compiler textbook.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Xu:2008:LEC,
author = "Li Xu",
title = "Language engineering in the context of a popular,
inexpensive robot platform",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "43--47",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352154",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Language engineering --- the theory and practice of
building language processors and compilers, has long
been recognized as important subject in Computer
Science curricula. However, due to lack of suitable
target systems, educators face significant challenges
to teach language engineering classes effectively.
Leveraging the emerging inexpensive robot devices, this
paper presents a new approach of using robots as system
context to teach language engineering topics. We
designed the Chirp-Scribbler Language, which targets
the popular Scribbler robot; combined together, they
provide an engaging and feature-rich platform to teach
a wide range of topics in language engineering. This
paper describes the Chirp-Scribbler Language, its
integration with the target robot, and the teaching
practice of using them to teach language translation
basics in an undergraduate programming course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ortiz:2008:LDI,
author = "Ariel Ortiz",
title = "Language design and implementation using {Ruby} and
the interpreter pattern",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "48--52",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352155",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this paper, the S-expression Interpreter Framework
(SIF) is presented as a tool for teaching language
design and implementation. The SIF is based on the
interpreter design pattern and is written in the Ruby
programming language. Its core is quite small, but it
can be easily extended by adding primitive procedures
and special forms. The SIF can be used to demonstrate
advanced language concepts (variable scopes,
continuations, etc.) as well as different programming
styles (functional, imperative, and object oriented).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Linnell:2008:CCI,
author = "Natalie Linnell and Richard Anderson and Jane Prey",
title = "Cross-cultural issues in a tutored video instruction
course",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "53--57",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352157",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this paper we discuss cultural issues encountered
while offering an Algorithms course from a US
university at a Chinese university using Tutored Video
Instruction (TVI). TVI is a distance learning
methodology where lectures are recorded at one site and
then shown to a group of students at a remote site by
Teaching Assistants (TAs) who stop the video
periodically for questions and discussion. In
conducting this cross-cultural class, we were
interested in determining if we could overcome the
issues of using English language materials for Chinese
students, achieve a sense of local ownership of the
course, and create an interactive classroom
environment. We were generally successful in achieving
these goals by providing supporting materials and
working closely with the Teaching Assistants who served
as facilitators.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Doyle:2008:ECF,
author = "Maureen Doyle and Kevin G. Kirby and Gary Newell",
title = "Engaging constructions: family-based computing
experiences for immigrant middle school students",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "58--62",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352158",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this paper, we describe projects that engage
Hispanic middle-school age students with computing, and
cast these projects within the ECC (``Engagement,
Capacity, Continuity'') framework. Our projects were
undertaken in the Midwestern United States, where
recent heavy immigration from Latin America has caused
rapid demographic shifts. We have conducted computing
workshops that are cognizant of the cultural milieu of
recent immigrants, in that they are family-based, are
offered at familiar sites in the community, and give
participants a chance to be constructors of technology
rather than mere ``end-users.'' We present these
efforts as forces that generate a flow that carries
immigrant youths up to the point of beginning an
undergraduate major in computing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2008:CCC,
author = "Tony Clear and Diana Kassabova",
title = "A course in collaborative computing: collaborative
learning and research with a global perspective",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "63--67",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352159",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Recent calls for a new discipline of 'web science'
have proposed extending computer science to incorporate
the social dimensions of computing. In this paper we
outline a Masters course in Collaborative Computing,
which employs a combination of collaborative pedagogy,
collaborative technologies, and a corpus of research
data from Global Virtual Teams to blend the technology
and the social dimensions within a research linked
course context. We review the effectiveness of this
model of learning and the conduct of the course over
the five years since its inception.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Beck:2008:FDM,
author = "Jon Beck",
title = "Fair division as a means of apportioning software
engineering class projects",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "68--71",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352161",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In a junior- or senior-level undergraduate software
engineering course that uses real-world projects for
real clients, different parts of a project are
inherently unequal in difficulty, time requirements,
and desirability. A perennial problem is assigning
portions of the project to student teams equitably.
Fair division is a highly effective strategy for making
an equitable, proportional, and envy-free assignment of
tasks and in serving as the basis for fair grading of
assignments which vary in difficulty, desirability, and
time requirements.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ahoniemi:2008:IPF,
author = "Tuukka Ahoniemi and Essi Lahtinen and Tommi
Reinikainen",
title = "Improving pedagogical feedback and objective grading",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "72--76",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352162",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "It is important for learning that students receive
enough of educational feedback of their work. To get
the students to be seriously disposed to the feedback
it has to be personal, objective and consistent. In
large classes ensuring such feedback can be difficult.
Grading rubrics are a solution to the objectivity and
consistency. ALOHA is an online grading tool based on
rubrics which all the graders have to use.
Particularly, ALOHA provides features that make the
grading process more convenient for the graders and the
teacher. By facilitating the graders work ALOHA allows
them to focus more on feedback writing. To test the
effectiveness of ALOHA in objectivity and consistency
we did a comparative statistical analysis on the
distribution of grades. The results supported the
assumptions showing improvement resulting in similar
distribution of grades amongst different graders who
used the tool.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fu:2008:AAP,
author = "Xiang Fu and Boris Peltsverger and Kai Qian and Lixin
Tao and Jigang Liu",
title = "{APOGEE}: automated project grading and instant
feedback system for {Web} based computing",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "77--81",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352163",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Providing consistent, instant, and detailed feedback
to students has been a great challenge in teaching Web
based computing. We present the prototype of an
automated grading system called ProtoAPOGEE for
enriching students' learning experience and elevating
faculty productivity. Unlike other automated graders
used in introductory programming classes, ProtoAPOGEE
emphasizes the examination of quality attributes of
student project submissions, in addition to the basic
functionality requirements. The tool is able to
generate step by step play-back guidance for failed
test cases, hence providing informative feedback to
help students make reflective and iterative
improvements in learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Borriello:2008:MPS,
author = "Gaetano Borriello and Carl Hartung and Bruce Hemingway
and Karl Koscher and Brian Mayton",
title = "Multi-player soccer and wireless embedded systems",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "82--86",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352165",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Embedded systems are increasingly becoming connected
through wireless networking. These devices now form the
basis of many of today's consumer products including
cell phones and video game controllers. In the
``Software for Embedded Systems'' class in the
Department of Computer Science \& Engineering at the
University of Washington, we used the design of a
multi-player video game as motivation for the principal
concepts in wireless embedded systems. Each student in
the class designed an accelerometer-based game
controller and then, the class as a whole, developed a
multi-player video game that allowed 28 players (the
number of students in the course) to play
simultaneously. In this paper, we first describe the
context of the course and its goals followed by the
hardware/software platform we used to realize the game
controller. We then detail the pedagogical approach we
used to collectively design the video game (loosely
based on soccer) and conclude with the lessons learned
from this group design experience and how we would
enhance the project and course in the future.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bowring:2008:NPP,
author = "James F. Bowring",
title = "A new paradigm for programming competitions",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "87--91",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352166",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "The annual ACM International Collegiate Programming
Contest produces a competitive paradigm that is at odds
with the pedagogical goals of modern computer science
and software engineering degree programs. This paradigm
stresses the fast completion of a programming task and
evaluates the results solely with black-box testing
specified by the judges. In contrast, the pedagogical
goals of contemporary college degree programs in
computing emphasize the quality of processes inherent
in software development and implementation. In 2007,
the College of Charleston student chapter of the ACM
hosted its annual high school programming competition
by turning the conventional programming paradigm on its
head to focus on quality-of-process rather than
time-to-complete. The judging criteria included both
technical and artistic merit. The implementation of the
competition emphasized success by giving students
working skeleton solution programs. This paper presents
the motivation for the new paradigm, the details of its
implementation for the 2007 competition, and the
details of the new techniques for judging technical and
artistic merit.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kearse:2008:CSO,
author = "Iretta B. Kearse and Charles R. Hardnett",
title = "Computer science olympiad: exploring computer science
through competition",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "92--96",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352167",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Generating interest in specialized areas of Computer
Science (CS) is one of the goals of the department of
Computer and Information Science at Spelman College as
with most departments. Achieving this goal in a new,
exciting, and innovative manner provided the
inspiration to establish the Spelman College Computer
Science Olympiad (SC CS Olympiad). The SC CS Olympiad
is patterned after the Olympics athletic event.
Students participate in the Olympiad as a part of a
team as with the Olympics. In addition, there are
several events for competition as there are in the
Olympics. The events are designed to expose students to
the interesting breadth of CS over several days. In
this paper, the events are in the following categories:
Cryptography, Robotics, Website Design, Hardware and
Software Integration, and Programming. Teams use their
CS knowledge and problem-solving skills to complete
hands-on exercises in each area. Each teams receives
points based on the quality of their results from the
exercise. In this paper, we present the implementation,
results, and future directions of the Spelman College
Computer Science Olympiad.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Turner:2008:MAO,
author = "Scott A. Turner and Ricardo Quintana-Castillo and
Manuel A. P{\'e}rez-Qui{\~n}ones and Stephen H.
Edwards",
title = "Misunderstandings about object-oriented design:
experiences using code reviews",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "97--101",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352169",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this paper we present our experience using code
reviews in a CS2 course. In particular, we highlight a
series of misunderstandings of object-oriented (OO)
concepts we observed as a by-product of the code review
exercise. In our activity, we asked students to review
code, rate it using a rubric, and to justify their
explanation. The students were asked to review two
solutions to a project from a previous year. Through
examples of their explanations, we found that students
had a number of basic misunderstandings of
object-oriented principles. In this paper, we present
our observations of the misunderstandings, and present
some general observations of how code reviews can be
used as an assessment tool in CS2.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Leach:2008:CSR,
author = "Ronald J. Leach and Legand L. Burge and Harry N.
Keeling",
title = "Can students reengineer?",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "102--106",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352170",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "A recent paper by David Lechner stated that for many
long-lived systems, it is more efficient to reengineer
portions of systems than to continually repair them.
That paper made an implicit assumption about the
ability of software engineers to determine precisely
which software should be reengineered. We report the
results of a study that addresses the readiness of
graduates, who will soon be beginning software
engineers, to make such an assessment, based on
comprehension of reusable vs. reengineered software. We
address this comprehension in the context of software
engineering education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wang:2008:PIP,
author = "Yanqing Wang and Yijun Li and Michael Collins and
Peijie Liu",
title = "Process improvement of peer code review and behavior
analysis of its participants",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "107--111",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352171",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "The software industry is urging on universities and
colleges to cultivate software engineers who can write
high quality programs. Peer code review (PCR) is
accepted as an ideal way to maximize the learning
outcome of students in writing quality code. Using this
learning process, students improve their skills while
scientific and efficient management removes the extra
burden from instructors such as checking programs
written by every student. In this paper, the previous
PCR process was improved and the definitions of the
relevant roles and documents were refined as well.
After implementing this process in two academic years,
some problems were found. By means of summarizing the
email submissions by the students and also interviewing
a few students, the behavior of all participants was
preliminarily analyzed. With regards to the further
quality assurance and high efficiency, a web-based
management information system with a built-in blind
review mechanism was discussed for solving the problems
with process control, and also a game theory model was
proposed for addressing the ethical issues in the whole
PCR process.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2008:NA,
author = "Nick Parlante",
title = "Nifty assignments",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "112--113",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352173",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Schnabel:2008:ODC,
author = "Robert Schnabel and Duncan Buell and Joanna Goode and
J. Strother Moore and Chris Stephenson",
title = "An open dialogue concerning the state of education
policy in computer science",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "114--115",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352175",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kimball:2008:CCW,
author = "Aaron Kimball and Sierra Michels-Slettvet and
Christophe Bisciglia",
title = "Cluster computing for {Web}-scale data processing",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "116--120",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352177",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this paper we present the design of a modern course
in cluster computing and large-scale data processing.
The defining differences between this and previously
published designs are its focus on processing very
large data sets and its use of Hadoop, an open source
Java-based implementation of MapReduce and the Google
File System as the platform for programming exercises.
Hadoop proved to be a key element for successfully
implementing structured lab activities and independent
design projects. Through this course, offered at the
University of Washington in 2007, we imparted new
skills on our students, improving their ability to
design systems capable of solving web-scale problems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adams:2008:MBC,
author = "Joel C. Adams and Tim H. Brom",
title = "{Microwulf}: a {Beowulf} cluster for every desk",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "121--125",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352178",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "A Beowulf cluster is a distributed memory
multiprocessor built from commodity off-the-shelf PC
hardware, an inexpensive network for inter-process
communication, and open-source software. Today's
multi-core CPUs make it possible to build a Beowulf
cluster that is powerful, small, and inexpensive. This
paper describes Microwulf, a Beowulf cluster that cost
just \$2470 to build, but provides 26.25 Gflops of
measured performance. (For comparison: a 1996 Cray T3D
MC256-8/464 provided 25.3 Gflops.) This makes Microwulf
the first Beowulf with a price/performance ratio below
\$100/Gflop (for double-precision operations). The
system measures just 11in x 12in x 17in (27.9 cm x 30.5
cm x 43.2 cm), runs at room temperature, and plugs into
a standard wall outlet. These desirable characteristics
combine to make Microwulf an attractive design for most
computer science departments and/or individuals.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wilkinson:2008:TTA,
author = "Barry Wilkinson and Clayton Ferner",
title = "Towards a top-down approach to teaching an
undergraduate grid computing course",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "126--130",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352179",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Early undergraduate Grid computing courses generally
took a bottom-up approach to Grid computing education
starting with network protocols, client-server
concepts, creating Web and Grid services, and then
progressing through the underlying Grid computing
middleware, security mechanisms and job submission all
using a Linux command-line interface. We describe a new
approach to teaching Grid computing beginning with a
production-style Grid portal, registration process, and
job submission, and then leading into infrastructure
details. We incorporate seven assignments, several of
which require students to install Grid computing
software on their own computer or lab computers rather
than using centralized servers. Students complete a
``capstone'' mini-project. Typical projects included
creating a JSR 168 portlet user interface for an
application. We describe our experiences using this new
course structure.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gaspar:2008:RVC,
author = "Alessio Gaspar and Sarah Langevin and William Armitage
and R. Sekar and T. Daniels",
title = "The role of virtualization in computing education",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "131--132",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352181",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Over the past years, many problems related to the
system administration of laboratories for undergraduate
system-oriented courses have found elegant solutions in
the deployment of virtualization suites. This
technological advance enabled these courses to switch
from a mostly descriptive content to learning
activities which engage students in hands-on,
authentic, problem-based learning. Since this type of
activity requires students to be administrators of
their own virtual machines (VM) or even virtual
networks, the experience gained is intrinsically
authentic. The potential impact on student learning, as
compared to simulation or lecture only based setups is
worth investigating for laboratories in operating
systems, networking, computer security, system
administration, etc. We propose to review the
increasingly important role that virtualization is
playing in computing education from 2 perspectives; (1)
Classrooms' system administration and technological
advances which support the development of new
pedagogies (2) Pedagogical advances which instructors
can now implement thanks to these technologies and
their impact on students learning from either
quantitative or qualitative perspectives The presenters
will share their experience leading the Xen Worlds,
V-NetLab and SOFTICE projects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Head:2008:PUA,
author = "Christopher C. D. Head and Steven A. Wolfman",
title = "{Poogle} and the unknown-answer assignment:
open-ended, sharable {CS1} assignments",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "133--137",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352183",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Most CS1 assignments are ``known answer'' assignments,
requiring students to implement already-solved problems
with no user but their grader and themselves. In this
paper, we present Poogle: a freely available framework
for designing unknown-answer assignments. Poogle
assignments are open-ended, graphical, and multi-user.
Poogle makes it easy for students to share their
creations with their users: fellow students and the
general public. We present two freely available CS1
assignments based on Poogle and discuss outcomes from
use of one of them in a CS1 course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cliburn:2008:GSS,
author = "Daniel C. Cliburn and Susan Miller",
title = "Games, stories, or something more traditional: the
types of assignments college students prefer",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "138--142",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352184",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this paper, we describe a study designed to examine
the types of projects college students prefer in an
introductory programming course. For three assignments
in a course, students were given a choice among three
project types: a game, a ``choose your own adventure''
story, and a more traditional project (such as a
problem from the text book). During the semester, 35 of
49 projects submitted by students were the game option
(71.4\%), with only two projects submitted that were
stories. A statistical analysis revealed that student
choices on assignments did not appear to be related to
their overall performance in the course. On an end of
term survey, students commented that they often chose
projects that had all requirements clearly explained,
and avoided assignments that were open-ended in
nature.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rao:2008:ESE,
author = "T. M. Rao and Sandeep Mitra",
title = "An early software engineering approach to teaching
{CS1}, {CS2} and {AI}",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "143--147",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352185",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "We propose the use of a new design-first approach
called Problem Stereotypes and Solution Frameworks, for
teaching CS1 and CS2. A problem stereotype is a
category of problems that can be solved using similar
techniques. A solution framework is a typical solution
to a problem, parts of which can be reused to solve
other problems of this stereotype. Students are
introduced to a stereotype through a selection of
related problems, and common features among these are
identified. Homework problems are selected from the
same stereotype, with students expected to follow the
``recipe'' provided by the given examples to generate
their own solutions. Using this approach reduces the
stress level for beginner students, and prevents them
falling prey to the ``CS is HARD'' myth. We present the
results of our experience with this approach in two
introductory classes and an upper-division Artificial
Intelligence (AI) class at SUNY Brockport.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Canosa:2008:MTR,
author = "Roxanne L. Canosa and Joan M. Lucas",
title = "Mock trials and role-playing in computer ethics
courses",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "148--152",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352187",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Mock trials are an effective and fun way of eliciting
thoughtful dialogue from students, and encouraging them
to produce incisive analyses of current ethical
dilemmas related to computers and society. This paper
describes our experience using mock trials in two
computer ethics courses. Each trial was centered on a
specific controversial and ethically or legally
ambiguous topic related to current computer usage in
society. Students participated in a series of mock
trials during the term, alternating their role in each
trial between jury, proponent, and opponent. Class
participation was nearly 100\% for every trial, with
many students electing to define their own sub-role
within their assigned major role. The logistics of the
trials were initially difficult to administer and
monitor; however, they quickly became manageable as we
gained more experience with the opportunities and
pitfalls associated with the mock-trial system, and as
students volunteered suggestions for improvements.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Spradling:2008:ETD,
author = "Carol Spradling and Leen-Kiat Soh and Charles
Ansorge",
title = "Ethics training and decision-making: do computer
science programs need help?",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "153--157",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352188",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "A national web-based survey using SurveyMonkey.com was
administered to 700 undergraduate computer science
programs in the United States as part of a stratified
random sample of 797 undergraduate computer science
programs. The 251 program responses (36\% response
rate) regarding social and professional issues
(computer ethics) are presented. This article describes
the demographics of the respondents, presents results
concerning whether programs teach social and
professional issues, who teaches, the role of training
in these programs, the decision making process as it
relates to computer ethics and why some programs are
not teaching computer ethics. Additionally, we provide
suggestions for computer science programs regarding
ethics training and decision-making and we share
reasons why schools are not teaching computer ethics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Oldham:2008:EOC,
author = "Joseph D. Oldham",
title = "Experience offering a course centered on cyberporn",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "158--162",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352189",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In Spring Semester 2007 our small liberal arts college
offered a new course, Computer Science 150, Cyberporn:
A Seminar in Computing and Society. I proposed and
taught the course as a one-hour seminar style course
with no prerequisite. This paper describes the course,
including motivation and student response.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Murphy:2008:DGB,
author = "Laurie Murphy and Gary Lewandowski and Ren{\'e}e
McCauley and Beth Simon and Lynda Thomas and Carol
Zander",
title = "Debugging: the good, the bad, and the quirky --- a
qualitative analysis of novices' strategies",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "163--167",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352191",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "A qualitative analysis of debugging strategies of
novice Java programmers is presented. The study
involved 21 CS2 students from seven universities in the
U.S. and U.K. Subjects ``warmed up'' by coding a
solution to a typical introductory problem. This was
followed by an exercise debugging a syntactically
correct version with logic errors. Many novices found
and fixed bugs using strategies such as tracing,
commenting out code, diagnostic print statements and
methodical testing. Some competently used online
resources and debuggers. Students also used pattern
matching to detect errors in code that ``just didn't
look right''. However, some used few strategies,
applied them ineffectively, or engaged in other
unproductive behaviors. This led to poor performance,
frustration for some, and occasionally the introduction
of new bugs. Pedagogical implications and suggestions
for future research are discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nienaltowski:2008:CEM,
author = "Marie-H{\'e}l{\`e}ne Nienaltowski and Michela Pedroni
and Bertrand Meyer",
title = "Compiler error messages: what can help novices?",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "168--172",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352192",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Novices find it difficult to understand and use
compiler error messages. It is useful to refine this
observation and study the effect of different message
styles on how well and quickly students identify errors
in programs. For example, does an increased level of
detail simplify the understanding of errors and their
correction? We analyzed messages produced by a number
of compilers for five programming languages, and
grouped them into three style categories from their
level of detail and presentation format, and correlated
the level of experience and error type with performance
and speed of response. The study involved two groups of
students taking an introductory programming course at
two different institutions; they used messages in these
three styles to debug erroneous code. The results
indicate that more detailed messages do not necessarily
simplify the understanding of errors but that it
matters more where information is placed and how it is
structured.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Murphy:2008:BTD,
author = "Christian Murphy and Eunhee Kim and Gail Kaiser and
Adam Cannon",
title = "Backstop: a tool for debugging runtime errors",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "173--177",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352193",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "The errors that Java programmers are likely to
encounter can roughly be categorized into three groups:
compile-time (semantic and syntactic), logical, and
runtime (exceptions). While much work has focused on
the first two, there are very few tools that exist for
interpreting the sometimes cryptic messages that result
from runtime errors. Novice programmers in particular
have difficulty dealing with uncaught exceptions in
their code and the resulting stack traces, which are by
no means easy to understand. We present Backstop, a
tool for debugging runtime errors in Java applications.
This tool provides more user-friendly error messages
when an uncaught exception occurs, and also provides
debugging support by allowing users to watch the
execution of the program and the changes to the values
of variables. We also present the results of two
preliminary studies conducted on introductory-level
programmers using the two different features of the
tool.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Astrachan:2008:IOS,
author = "Owen Astrachan and Peter Denning",
title = "Innovating our self image",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "178--179",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352195",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Groth:2008:ICS,
author = "Dennis P. Groth and Helen H. Hu and Betty Lauer and
Hwajung Lee",
title = "Improving computer science diversity through summer
camps",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "180--181",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352197",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Summer camps offer a ripe opportunity for increasing
computer science diversity. This panel provides several
examples of summer camps that specifically recruit from
traditionally underrepresented demographics. The
panelists run camps at a community college, a private
liberal-arts college, and public universities. The
camps are residential and day camps, coed and
all-female camps, ranging from three-days to two-weeks
long, with campers from 10-years-olds to high school
seniors. In addition to describing their camps, the
panelists will provide information on securing funding,
recruiting campers from underrepresented populations,
measuring impact, and lessons learned along the way.
Demonstrations of what campers accomplished will also
be shown.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lawson:2008:UII,
author = "Barry Lawson and Lewis Barnett",
title = "Using {iPodLinux} in an introductory {OS} course",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "182--186",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352199",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This paper describes a proof of concept for
introducing iPods and iPodLinux into a one-semester
introductory undergraduate operating systems course.
iPodLinux is a version of the Linux operating system
modified to run on iPods. We added a project to our
course in which the students modified the iPodLinux
kernel, and we supplemented lectures by discussing
specifics of the Linux implementation as they relate to
general operating systems concepts. We feel the course
was much improved by these additions, with no
substantive omission of regular material. Student
response was very enthusiastic, and we feel the new
material enhanced their course experience by providing
a component that was empowering and helped to further
improve their knowledge and skills.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Donaldson:2008:ITO,
author = "John L. Donaldson",
title = "Implementation of threads as an operating systems
project",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "187--191",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352200",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this paper the author describes a two-part
programming assignment that has been used in an
undergraduate operating systems course. The assignment
is to write a user-level thread library, similar to the
POSIX pthreads library, for a Unix or Linux system.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brylow:2008:ELE,
author = "Dennis Brylow",
title = "An experimental laboratory environment for teaching
embedded operating systems",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "192--196",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352201",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This paper describes Marquette University's efforts to
build an experimental embedded systems laboratory for
hands-on projects in an operating systems course. Our
prototype laboratory is now serving as the basis for a
coherent sequence of class projects threaded throughout
courses in hardware systems, operating systems,
networking, and embedded systems. We describe the major
components of our Embedded XINU laboratory environment,
the operating systems course, and related improvements
in other core courses of our curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cooper:2008:ENF,
author = "Stephen Cooper and Timothy Fossum and Harriet Taylor",
title = "Exploring {NSF} funding opportunities",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "197--198",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352203",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mayer:2008:IDS,
author = "Marissa Mayer",
title = "Innovation, design, and simplicity at {Google}",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "199--199",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352205",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This talk will cover the philosophies of innovation
and design at Google, complete with examples of how
these philosophies have affected and produced various
Google services. Other topics to be covered include:
how Google approaches building products with
simplicity, its pragmatic and experimental approach to
launching products, and a discussion of the academic
computer science skills that large, distributed,
web-based systems like Google require.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Braught:2008:EPP,
author = "Grant Braught and L. Martin Eby and Tim Wahls",
title = "The effects of pair-programming on individual
programming skill",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "200--204",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352207",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Previous studies have reported significant educational
benefits from the use of pair-programming, in which two
students program together at the same computer. Here,
we report the results of a controlled study designed to
measure the effects of pair-programming on the
development of individual programming ability. Our
findings indicate significant improvements in
individual programming skill for students with lower
SAT scores. Additionally, we found that all students
are more likely to complete the course successfully
when using pair-programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Beck:2008:ESC,
author = "Leland L. Beck and Alexander W. Chizhik",
title = "An experimental study of cooperative learning in
{CS1}",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "205--209",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352208",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "An experiment was conducted to study the effectiveness
of the cooperative learning approach to teaching CS1.
The cooperative learning exercises, which used specific
roles to focus students' attention on key concepts,
were designed so they could be used in a variety of
educational settings. Experimental results show that
the benefits of cooperative learning clearly outweighed
any possible losses due to reduced lecture time. These
benefits were enjoyed by both male and female students,
and by students from a variety of majors. Majority and
minority students performed at approximately the same
overall level when using the cooperative learning
approach. There are indications that the educational
benefits continue when students who had a cooperative
learning experience in CS1 go on to CS2.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pulimood:2008:PSC,
author = "Sarah Monisha Pulimood and Ursula Wolz",
title = "Problem solving in community: a necessary shift in
{CS} pedagogy",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "210--214",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352209",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Supporting a workforce that can create, not simply
consume, computing technology requires a shift in
pedagogy toward problem solving in a gender neutral,
culturally and ethnically diverse community. It
requires an authentic learning environment in which
students solve real problems as a collaborative
community with their peers from other disciplines. We
report on three pedagogical approaches, namely student
selected projects in a CS course, a multidisciplinary
project-based course, and courses that partner across
disciplines that provide on-demand content.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tenenberg:2008:PCE,
author = "Josh Tenenberg and Sally Fincher and John Impagliazzo
and Daniel Joyce",
title = "Publishing in computing education",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "215--216",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352211",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This panel is directed to members of the SIGCSE
community who would like to learn more about the places
to publish in computing education and how to get
published there. This panel brings together conference,
journal, and book-series editors to share their
insights as ``gatekeepers'' of their respective
publication venues.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McGettrick:2008:RPB,
author = "Andrew McGettrick and Eric Roberts and Daniel D.
Garcia and Chris Stevenson",
title = "Rediscovering the passion, beauty, joy and awe: making
computing fun again",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "217--218",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352213",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Haller:2008:GGE,
author = "Susan Haller and Brian Ladd and Scott Leutenegger and
John Nordlinger and Jody Paul and Henry Walker and
Carol Zander",
title = "Games: good\slash evil",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "219--220",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352215",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this special session we present arguments for and
against a game-centric computing curriculum. To
highlight the issues and ensure equal time for
arguments on either side, our session is staged as a
debate with three speakers on each side. Our audience
is educators and educational researchers interested in
the role of game development in the CS curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bareiss:2008:SCL,
author = "Ray Bareiss and Martin Griss",
title = "A story-centered, learn-by-doing approach to software
engineering education",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "221--225",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352217",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Carnegie Mellon's West Coast Campus offers an MS in
Software Engineering, with technical and development
management tracks, targeted at working software
professionals in Silicon Valley. We believe the program
to be unique in that it is entirely team-based and
project-centered. Students learn by doing as they are
coached just in time by faculty in the context of
authentic projects, and they are evaluated based on
what they produce. Student satisfaction is high: 92\%
believe that the program has given them a competitive
advantage with respect to their professional peers, and
their promotion and salary histories bear out this
belief.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Begel:2008:SNC,
author = "Andrew Begel and Beth Simon",
title = "Struggles of new college graduates in their first
software development job",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "226--230",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352218",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "How do new college graduates experience their first
software development jobs? In what ways are they
prepared by their educational experiences, and in what
ways do they struggle to be productive in their new
positions? We report on a ``fly-on-the-wall''
observational study of eight recent college graduates
in their first six months of a software development
position at Microsoft Corporation. After a total of 85
hours of on-the-job observation, we report on the
common abilities evidenced by new software developers
including how to program, how to write design
specifications, and evidence of persistence strategies
for problem-solving. We also classify some of the
common ways new software developers were observed
getting stuck: communication, collaboration, technical,
cognition, and orientation. We report on some common
misconceptions of new developers which often frustrate
them and hinder them in their jobs, and conclude with
recommendations to align Computer Science curricula
with the observed needs of new professional
developers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jadud:2008:PPP,
author = "Matthew C. Jadud and Jon Simpson and Christian L.
Jacobsen",
title = "Patterns for programming in parallel, pedagogically",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "231--235",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352219",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Pipeline, Delta, and Black Hole are three simple
patterns used in concurrent software design. We
recently presented these and other patterns for
parallelism at a nine-hour workshop for professional
embedded systems developers. By grounding these
patterns in the context of robotic control on the LEGO
Mindstorms, we provided an engaging and enjoyable
educational experience for our ``students,'' and
reaffirmed that small, powerful languages have a place
in education for beginners and experts alike.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Holliday:2008:SRW,
author = "Mark A. Holliday and J. Traynham Houston and E.
Matthew Jones",
title = "From sockets and {RMI} to {Web} services",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "236--240",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352221",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Traditional coverage of network programming techniques
in a computer networking course addresses sockets,
remote procedure call, and object-oriented remote
procedure call. We propose two innovations to that
coverage. The first is to emphasize the historical
development of those techniques as a sequence with each
technique evolving from the previous one. The second
innovation is to extend the historical development and
the techniques to the important current technique of
web services.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hnatyshin:2008:UDC,
author = "Vasil Y. Hnatyshin and Andrea F. Lobo",
title = "Undergraduate data communications and networking
projects using {\tt opnet} and {\tt wireshark}
software",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "241--245",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352222",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "The national importance of creating ``content
reflecting cutting edge developments in STEM fields''
has been recognized the National Science Foundation.
The National Research Council has also noted that
creating engaging laboratory and classroom experiences
is a challenge to effective undergraduate education in
STEM disciplines. In this paper we present our
endeavors to address these issues in the field of
computer networks. We discuss our experiences with
novel laboratory and classroom projects using OPNET and
Wireshark software products in undergraduate networking
courses. These laboratories help undergraduate students
understand fundamental networking concepts through
modeling and simulation of computing systems. We have
found that their use enhances student learning and
interest in the subject of computer networks.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Laverell:2008:IIT,
author = "W. David Laverell and Zongming Fei and James N.
Griffioen",
title = "Isn't it time you had an {Emulab}?",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "246--250",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352223",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Emulabs, network testbeds on which experiments can be
carried out through a web interface, are widely
recognized as useful research environments. We believe
that Emulabs are also excellent platforms for teaching
courses in operating systems and networking. Moreover,
equipment costs have fallen, and Emulab software has
evolved, to the point where any school could
conceivably afford their own. This raises the obvious
question: ``Should institutions build and operate their
own Emulab?''. To get a handle on this question, we
describe our experiences building and operating Edulabs
--Emulabs specifically designed for education--at
Calvin College and the University of Kentucky. We argue
that with the right technical support, owning and
operating one's own Emulab is a worthwhile endeavor
that has many benefits. We acknowledge, however, that
in the absence of good technical support, deploying
one's own Emulab can be a difficult enterprise. We also
describe how we enhanced Emulab to improve its utility
in an educational setting.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pedroni:2008:AEN,
author = "Michela Pedroni and Manuel Oriol and Bertrand Meyer
and Lukas Angerer",
title = "Automatic extraction of notions from course material",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "251--255",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352225",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Formally defining the knowledge units taught in a
course helps instructors ensure a sound coverage of
topics and provides an objective basis for comparing
the content of two courses. The main issue is to list
and define the course concepts, down to basic knowledge
units. Ontology learning techniques can help partially
automate the process by extracting information from
existing materials such as slides and textbooks. The
TrucStudio course planning tool, discussed in this
article, provides such support and relies on Text2Onto
to extract concepts from course material. We conducted
experiments on two different programming courses to
assess the quality of the results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goldman:2008:IID,
author = "Ken Goldman and Paul Gross and Cinda Heeren and
Geoffrey Herman and Lisa Kaczmarczyk and Michael C.
Loui and Craig Zilles",
title = "Identifying important and difficult concepts in
introductory computing courses using a {Delphi}
process",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "256--260",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352226",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "A Delphi process is a structured multi-step process
that uses a group of experts to achieve a consensus
opinion. We present the results of three Delphi
processes to identify topics that are important and
difficult in each of three introductory computing
subjects: discrete math, programming fundamentals, and
logic design. The topic rankings can be used to guide
both the coverage of standardized tests of student
learning (i.e., concept inventories) and can be used by
instructors to identify what topics merit emphasis.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Starr:2008:BTR,
author = "Christopher W. Starr and Bill Manaris and RoxAnn H.
Stalvey",
title = "{Bloom}'s taxonomy revisited: specifying assessible
learning objectives in computer science",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "261--265",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352227",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Traditionally, Bloom's Taxonomy has been used for
creating exams and other student assessment
instruments. In this paper, we advocate its use for
specifying learning outcomes in computer science prior
to assessment. We have found, over a period of three
years, that this facilitates programmatic assessment
and related accreditation activities; it benefits
instructors selecting pedagogical tools and
assignments; and it enhances communication among
faculty engaged in curricular development. We describe
Bloom's Taxonomy, illustrate a simple process for
applying it in computer science (and other
disciplines), and present a case study of how it may be
applied in a CS1 course. We believe this process has
considerably strengthened our department's assessment
program and its ability to maintain its ABET
accreditation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dodds:2008:EBF,
author = "Zachary Dodds and Ran Libeskind-Hadas and Christine
Alvarado and Geoff Kuenning",
title = "Evaluating a breadth-first {CS 1} for scientists",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "266--270",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352229",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This paper presents a thorough evaluation of CS for
Scientists, a CS 1 course designed to provide future
scientists with an overview of the discipline. The
course takes a breadth-first approach that leverages
its students' interest and experience in science,
mathematics, and engineering. In contrast to many other
styles of CS 1, this course does not presume that its
students will study more computer science, but it does
seek to prepare them should they choose to. We
summarize the past year's worth of assessments of
student learning, retention, and affect --- with
particular attention paid to women's voices. Where
possible, we contrast these student measures with those
from a traditional, imperative-first CS1 that this new
course replaced. The data thus far suggest that CS for
Scientists significantly improves students'
understanding of CS, its applications, and practice.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sloan:2008:CBA,
author = "Robert H. Sloan and Patrick Troy",
title = "{CS} 0.5: a better approach to introductory computer
science for majors",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "271--275",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352230",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "There are often problems when students enter a course
with widely different experience levels with key course
topics. If the material is covered too slowly, those
with greater experience get bored and lose interest. If
the material is covered too quickly, those with less
experience get lost and feel incompetent. This problem
with incoming students of our Computer Science Major
led us to create CS 0.5: an introductory Computer
Science course to target those CS majors who have
little or no background with programming. Our goal is
to provide these students with an engaging curriculum
and prepare them to keep pace in future courses with
those students who enter with a stronger background.
Following the lead of Mark Guzdial's work on using
media computation for non-majors at Georgia Tech, we
use media computation as the tool to provide this
engaging curriculum. We report here on our experience
to date using the CS 0.5 approach with a media
computation course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jin:2008:PPA,
author = "Wei Jin",
title = "Pre-programming analysis tutors help students learn
basic programming concepts",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "276--280",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352231",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this paper, we describe a scaffolding technique ---
pre-programming-analysis guided programming (PAGP) ---
developed to help students grasp basic programming
concepts. Two different ways to implement the PAGP
process in a classroom were developed and then
compared: one for students to fill out an analysis
form, and the other for students to interact with
online cognitive tutors. Our results show that the PAGP
process helps students learn better and faster,
especially with the assistance of the online tutors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hazzan:2008:MHS,
author = "Orit Hazzan and Judith Gal-Ezer and Lenore Blum",
title = "A model for high school computer science education:
the four key elements that make it!",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "281--285",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352233",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This paper presents a model program for high school
computer science education. It is based on an analysis
of the structure of the Israeli high school computer
science curriculum considered to be one of the leading
curricula worldwide. The model consists of four key
elements as well as interconnections between these
elements. It is proposed that such a model be
considered and/or adapted when a country wishes to
implement a nation-wide program for high school
computer science education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hart:2008:NAK,
author = "Mindy Hart and James P. Early and Dennis Brylow",
title = "A novel approach to {K-12 CS} education: linking
mathematics and computer science",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "286--290",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352234",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This paper describes a continuing series of summer
workshops hosted by Purdue University entitled
``Linking Mathematics and Computer Science.'' Each is
designed to inform and inspire high school teachers of
mathematics with an interest in computer science.
Originally conceived as an extension of our existing
K-12 outreach, our workshop aims to provide teachers
with innovative activities and ideas that link their
secondary school mathematics curriculum with computer
science. By reaching out to high school math teachers,
we hope to in turn reach a broader base of students
outside of computer science classes. By fostering
interest in this broader audience, we can increase the
number of students entering undergraduate computer
science programs, and reach a larger segment of
underrepresented populations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sivilotti:2008:SSA,
author = "Paolo A. G. Sivilotti and Stacey A. Laugel",
title = "Scratching the surface of advanced topics in software
engineering: a workshop module for middle school
students",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "291--295",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352235",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "A common approach for introducing computer science to
middle school students is to teach them a simple yet
engaging programming language A different approach is
to teach them some advanced topic independent of any
particular language or syntax We describe a 3-hour
workshop module designed to do both This module has
been piloted with a group of thirty 8th grade girls. It
uses the Scratch programming language to develop the
advanced software engineering concepts of
specifications, refinement, and composition After this
module, students were enthusiastic about continuing to
program in Scratch independently and also felt they
learned something about computer science as a
discipline.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ladner:2008:GLO,
author = "Richard E. Ladner and Tammy VanDeGrift",
title = "The game of life: an outreach model for high school
students with disabilities",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "296--297",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352237",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this hands-on special session, attendees will learn
about and use a Game of Life cellular automata
framework (Java) to assist with outreach activities.
Using the framework, students with no prior programming
experience can create interesting behaviors within
thirty minutes. The special session leaders have
successfully used this approach for thirteen years in a
one-week summer workshop for disabled high school
students. The SIGCSE special session will include an
introduction to the framework and keys to its success
as an outreach activity, followed by participants
solving, programming, and proposing specific problems.
Attendees will be equipped to guide Game of Life
outreach activities at their own outreach events.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wolz:2008:SYW,
author = "Ursula Wolz and John Maloney and Sarah Monisha
Pulimood",
title = "'{Scratch}' your way to introductory {CS}",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "298--299",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352239",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sung:2008:GTP,
author = "Kelvin Sung and Michael Panitz and Scott Wallace and
Ruth Anderson and John Nordlinger",
title = "Game-themed programming assignments: the faculty
perspective",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "300--304",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352241",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "We have designed and implemented game-themed
programming assignment modules targeted specifically
for adoption in existing introductory programming
classes. These assignments are self-contained, so that
faculty members with no background in graphics or
gaming can selectively pick and choose a subset to
combine with their own assignments in existing classes.
This paper begins with a survey of previous results.
Based on this survey, the paper summarizes the
important considerations when designing materials for
elective adoption. The paper then describes our design,
implementation, and assessment efforts. Our result is a
road map that guides faculty members in experimenting
with game-themed programming assignments by
incrementally adopting/customizing suitable materials
for their classes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Repenning:2008:BPT,
author = "Alexander Repenning and Andri Ioannidou",
title = "Broadening participation through scalable game
design",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "305--309",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352242",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Game development is quickly gaining popularity in
introductory programming courses. Motivational and
educational aspects of game development are hard to
balance and often sacrifice principled educational
goals. We are employing the notion of scalable game
design as an approach to broaden participation by
shifting the pedagogical focus from specific
programming to more general design comprehension.
Scalable game design combines the Flow psychological
model, the FIT competency framework and the AgentSheets
rapid game prototyping environment. The scalable aspect
of our approach has allowed us to teach game design in
a broad variety of contexts with students ranging from
elementary school to CS graduate students, with
projects ranging from simple Frogger-like to
sophisticated Sims-like games, and with diverse
cultures from the USA, Europe and Asia.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Frost:2008:UJL,
author = "Daniel Frost",
title = "{Ucigame}, a {Java} library for games",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "310--314",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352243",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Ucigame (pronounced OO-see-GAH-me) is a Java package
that supports the programming of $2$D sprite-based
computer games. Designed for novice programmers, it
enables students in an introductory class to write
computer games that have animated sprites, music and
sound effects, and event-driven keyboard and mouse
handling. Ucigame has also been used successfully in a
senior-level class for experienced programmers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bailey:2008:DAD,
author = "Mark W. Bailey and Clark L. Coleman and Jack W.
Davidson",
title = "Defense against the dark arts",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "315--319",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352245",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Computer science faculty must attract and retain
students by offering innovative courses that spark
student interest, yet still teach core, computer
science concepts. These efforts have become
particularly important as computer science enrollments
have declined, thus increasing concerns for attracting
and retaining students. We describe an innovative
course that leverages students' interest in computer
security issues to attract and retain
technically-oriented students. Our initial vision was
to offer a course covering computer viruses --- a
subject that even a novice computer user has some
familiarity. To avoid the controversy associated with
teaching students how to write malicious software, we
focused the course on techniques for defending against
viruses, so we named the course Defense Against the
Dark Arts. In teaching the course, we have found the
subject matter provides an engaging way to introduce
and reinforce many important computer science concepts
that other courses often cover, most particularly, the
traditional compiler course. We have taught the course
three times at two separate institutions, with a third
school soon to follow. The course has been well
received by students --- completely filling each
semester with enrollments that are four to five times
greater than the compiler course. Furthermore, student
surveys indicate that the course raises students'
awareness of computer security while introducing
students to important program translation and analysis
concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Taylor:2008:MBS,
author = "Blair Taylor and Shiva Azadegan",
title = "Moving beyond security tracks: integrating security in
{CS0} and {CS1}",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "320--324",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352246",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In response to the national computer security crisis,
colleges and universities have developed security
tracks and specialized security courses. While security
tracks are effective at producing security experts,
they only reach a small subset of students and occur
after students have established a foundation of coding
techniques. Most undergraduate computing students learn
programming and design with little regard to security
issues. To complement our security track and reach all
computing students at the beginning of their studies,
we piloted security integration across sections of CS0
and CS1, using a series of security laboratory modules.
Preliminary results show increased security knowledge
in the security-targeted sections. This paper describes
the details and results of this pilot, which serves as
a model for further integration throughout the CS
curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McAndrew:2008:TCO,
author = "Alasdair McAndrew",
title = "Teaching cryptography with open-source software",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "325--329",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352247",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Cryptography has become an important topic in
undergraduate curricula in mathematics and computer
science, not just for its intrinsic interest---``about
the most fun you can have with mathematics''
\cite{ferg04}, but for its current standing as the
basis for almost all computer security. From wireless
networking to secure email to password protection,
cryptographic methods are used to secure information,
to protect users, and to protect data. At Victoria
University, cryptography has been taught as part of a
mathematics and computer science degree for several
years. The students all have had at least a year of
tertiary mathematics, and some exposure to a computer
algebra system (Maple). However, the cost of Maple, and
the current licensing agreement, means that students
are unable to experiment with the software away from
the computer laboratories at the University. For this
reason we have decided to investigate the use of
open-source computer algebra systems Maxima and Axiom.
Although not as full-featured and powerful as the
commercial systems Maple and Mathematica, we show they
are in fact admirably suited for a subject such as
cryptography. In some ways Maxima and Axiom even
surpass Maple and Mathematica. Student response to the
introduction of these systems has been very positive.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Huss-Lederman:2008:SFP,
author = "Steven Huss-Lederman and Donald Chinn and James
Skrentny",
title = "Serious fun: peer-led team learning in {CS}",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "330--331",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352249",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this special session, participants will learn how
to use Peer-Led Team Learning (PLTL) effectively in
computer science courses. This technique has been
successful in reducing drop rates and increasing
satisfaction among students. Therefore, it holds
promise as a way to boost sagging computer science
enrollments in general, and to increase participation
of under-represented groups in particular. The goal of
the session is to give participants practical
information and hands-on experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sanders:2008:SUO,
author = "Kate Sanders and Jonas Boustedt and Anna Eckerdal and
Robert McCartney and Jan Erik Mostr{\"o}m and Lynda
Thomas and Carol Zander",
title = "Student understanding of object-oriented programming
as expressed in concept maps",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "332--336",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352251",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this paper, we present the results of an experiment
in which we sought to elicit students' understanding of
object-oriented (OO) concepts using concept maps. Our
analysis confirmed earlier research indicating that
students do not have a firm grasp on the distinction
between ``class'' and ``instance.'' Unlike earlier
research, we found that our students generally connect
classes with both data and behavior. Students rarely
included any mention of the hardware/software context
of programs, their users, or their real-world domains.
Students do mention inheritance, but not encapsulation
or abstraction. And the picture they draw of OO is a
static one: we found nothing that could be construed as
referring to interaction among objects in a program. We
then discuss the implications for teaching introductory
OO programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ramnath:2008:EIC,
author = "Sarnath Ramnath and Brahma Dathan",
title = "Evolving an integrated curriculum for object-oriented
analysis and design",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "337--341",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352252",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Object-Oriented Analysis and Design has established
itself as an integral and critically vital part of the
software development process. In this paper, we
describe an integrated approach to teaching this
subject so that it covers vital components of this vast
field: analysis, object-oriented design principles such
as the Liskov Substitution Principle, the design
process, which shows how and where the rules are
applied, modeling, design and architectural patterns,
language features, and refactoring. The course has
evolved over the past 10 years to one that revolves
around three major case studies. This evolution has
resulted in a course that covers all important aspects
of OOAD in a manner that emphasizes their
inter-relatedness and hence their relevance to overall
design process. Feedback suggests that this approach
has improved students' understanding of the OOAD
concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ma:2008:UCC,
author = "Linxiao Ma and John D. Ferguson and Marc Roper and
Isla Ross and Murray Wood",
title = "Using cognitive conflict and visualisation to improve
mental models held by novice programmers",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "342--346",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352253",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Recent research has found that many novice programmers
often hold non-viable mental models of basic
programming concepts such as assignment and object
reference, which can limit their potential to develop
programming skills. This paper proposes a
constructivist-based teaching model that integrates
cognitive conflict and program visualisation with the
aim of supporting novice programmers in the formulation
of appropriate mental models. The results of an initial
empirical study produced three findings of note.
Firstly, a teaching model based on either visualisation
alone or cognitive conflict integrated with
visualisation can help students develop viable models
of value assignment. Secondly, there was evidence to
suggest that cognitive conflict integrated with
visualisation outperformed visualisation alone in
helping students develop viable models of the more
challenging concept of object reference assignment. And
thirdly, there was evidence of an improvement in
students' understanding of value and object reference
assignment using the teaching model based on
visualisation and cognitive conflict.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Buckley:2008:SRC,
author = "Michael Buckley and John Nordlinger and Devika
Subramanian",
title = "Socially relevant computing",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "347--351",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352255",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this paper, we introduce socially relevant
computing as a new way to reinvigorate interest in
computer science. Socially relevant computing centers
on the use of computation to solve problems that
students are most passionate about. It draws on both
the solipsistic and altruistic side of the current
generation of students. It presents computer science as
a cutting-edge technological discipline that empowers
them to solve problems of personal interest (socially
relevant with a little s), as well as problems that are
important to society at large (socially relevant with a
capital s). We believe that socially relevant computing
offers a vision of computer science that has the
potential to improve the quantity, quality and
diversity of students in our discipline. We describe
preliminary results from two on-going curricular
experiments at SUNY Buffalo and at Rice University that
implement our vision of socially relevant computing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brooks:2008:CCL,
author = "Christopher H. Brooks",
title = "Community connections: lessons learned developing and
maintaining a computer science service-learning
program",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "352--356",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352256",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This paper describes Community Connections, an ongoing
service-learning project at the University of San
Francisco aimed at bridging the digital divide. We
discuss Community Connections' work both in San
Francisco and in Peru, the advantages and learning
outcomes of incorporating service-learning into a
traditional computer science curriculum, outline some
of the pitfalls and challenges in implementing this
program, and provide advice for implementing
technology-oriented service-learning programs at other
institutions based on our experiences.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sudol:2008:FCB,
author = "Leigh Ann Sudol",
title = "Forging connections between life and class using
reading assignments: a case study",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "357--361",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352257",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This paper describes an experiment involving
incorporating reading assignments into an introductory
programming class at the university level. Results
indicate that assignments of this type help students
make connections between the concepts they are
studying, and computer science in general, with their
everyday lives.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goode:2008:IDK,
author = "Joanna Goode",
title = "Increasing diversity in {K-12} computer science:
strategies from the field",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "362--366",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352259",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this paper, I describe features of computer science
programs which have successfully attracted
underrepresented students to study CS. Drawing from my
own teaching experiences, research, and teacher
education work; I provide strategies which have
diversified K-12 CS courses. The paper also points out
how many of these features rely on committed
partnerships between schools, school districts,
universities, and the CS industry.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Maloney:2008:PCU,
author = "John H. Maloney and Kylie Peppler and Yasmin Kafai and
Mitchel Resnick and Natalie Rusk",
title = "Programming by choice: urban youth learning
programming with scratch",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "367--371",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352260",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This paper describes Scratch, a visual, block-based
programming language designed to facilitate media
manipulation for novice programmers. We report on the
Scratch programming experiences of urban youth ages
8-18 at a Computer Clubhouse 'an after school center'
over an 18-month period. Our analyses of 536 Scratch
projects collected during this time documents the
learning of key programming concepts even in the
absence of instructional interventions or experienced
mentors. We discuss the motivations of urban youth who
choose to program in Scratch rather than using one of
the many other software packages available to them and
the implications for introducing programming at after
school settings in underserved communities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Owens:2008:CNA,
author = "Jim Owens and Jeanna Matthews",
title = "Cybercivics: a novel approach to reaching {K-12}
students with the social relevance of computer
science",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "372--376",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352261",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This paper describes CyberCivics, a novel approach to
computer science outreach that integrates hands-on
computing experiences with the study of contemporary
social and political issues. We provide details of one
such curriculum, focused on electronic voting, that we
used with a high school AP Government course in Spring
2007. We describe our experience with this curriculum
and how it enabled us to reach a larger, more diverse
and more academically prepared group of students than
prior outreach efforts targeted directly at computing
courses. We also suggest a number of alternative
approaches to outreach based on the CyberCivics idea.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Blum:2008:ECO,
author = "Lenore Blum and Thomas J. Cortina and Ed Lazowska and
Joe Wise",
title = "The expansion of {CS4HS}: an outreach program for high
school teachers",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "377--378",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352263",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gehringer:2008:WCL,
author = "Edward F. Gehringer and Lillian Cassel and Katherine
Deibel and William Joel",
title = "{Wikis}: collaborative learning for {CS} education",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "379--380",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352265",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mache:2008:GCU,
author = "Jens Mache and Amy Apon and Thomas Feilhauer and Barry
Wilkinson",
title = "Grid computing at the undergraduate level: can we do
it?",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "381--382",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352267",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In 2003, MIT Technology Review listed Grid computing
as one of 'Ten Emerging Technologies That Will Change
the World' [5]. Five years later, is Grid computing
ready for the undergraduate classroom? In this panel, a
group of educators share their experiences in teaching
Grid computing over the past several years and in
various settings, and discuss how the subject materials
should be developed for the future. Key points under
discussion include the place in the undergraduate
curriculum, the role of programming exercises,
bottom-up versus top-down approaches, and the necessary
Grid computing platform. This panel will be of interest
to those who teach the subject, and those who wish to
introduce Grid computing into their programs. It will
also interest those who do not want to offer a full
Grid computing course but may wish to introduce Grid
computing into existing distributed systems,
networking, or parallel programming courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sturtevant:2008:MSI,
author = "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",
title = "Multidisciplinary students and instructors: a
second-year games course",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "383--387",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352269",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Computer games are a multi-billion dollar industry and
have become an important part of our private and social
lives. It is only natural, then, that the technology
used to create games should become part of a computing
science curriculum. However, game development is more
than a massive programming endeavor. Today's games are
largely about generating content within
multidisciplinary teams. CMPUT 250 is a new computing
science course at the University of Alberta that
emphasizes creating games in multidisciplinary teams.
This paper describes our experiences with the course,
emphasizing the issues of multidisciplinary
interactions: teaching, teamwork, and evaluation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Spradling:2008:IME,
author = "Carol Spradling and Jody Strauch and Craig Warner",
title = "An interdisciplinary major emphasizing multimedia",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "388--391",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352270",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this paper, we describe a new interdisciplinary
Bachelor of Science degree in Interactive Digital Media
at Northwest Missouri State University, developed and
maintained by three departments, Art, Computer
Science/Information Systems and Mass Communication. The
majors share a common core of courses taught by the
three departments with each having its own
concentration of Visual Imaging, Computer Science
Programming and New Media, respectively. This paper
describes the process utilized to develop the major,
the curriculum, some observations and the process to
maintain the major.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hundhausen:2008:ESB,
author = "Christopher D. Hundhausen and N. Hari Narayanan and
Martha E. Crosby",
title = "Exploring studio-based instructional models for
computing education",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "392--396",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352271",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "While the demand for college graduates with computing
skills continues to rise, such skills no longer equate
to mere programming skills. Modern day computing jobs
demand design, communication, and collaborative work
skills as well. Since traditional instructional methods
in computing education tend to focus on programming
skills, we believe that a fundamental rethinking of
computing education is in order. We are exploring a new
``studio-based'' pedagogy that actively engages
undergraduate students in collaborative,
design-oriented learning. Adapted from architectural
education, the studio-based instructional model
emphasizes learning activities in which students (a)
construct personalized solutions to assigned computing
problems, and (b) present solutions to their
instructors and peers for feedback and discussion
within the context of ``design crits.'' We describe and
motivate the studio-based approach, review previous
efforts to apply it to computer science education, and
propose an agenda for multi-institutional research into
the design and impact of studio-based instructional
models. We invite educators to participate in a
community of research and practice to advance
studio-based learning in computing education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cohoon:2008:WTS,
author = "J. McGrath Cohoon and Zhen Wu and Luo Luo",
title = "Will they stay or will they go?",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "397--401",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352273",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "The research reported here confirms and deepens our
understanding of factors that affect women's confidence
in their ability to complete a computer science or
computer engineering (CSE) doctoral degree. Analysis of
data from a longitudinal study of women participating
in the Computing Research Association's Graduate Cohort
for Women identifies the conditions or experiences that
women perceive as influential. More importantly, we
found that women who are not confident in their ability
to complete their programs are about four times more
likely to think about leaving CSE than those who begin
confidently.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Biggers:2008:SPC,
author = "Maureen Biggers and Anne Brauer and Tuba Yilmaz",
title = "Student perceptions of computer science: a retention
study comparing graduating seniors with {CS} leavers",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "402--406",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352274",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Students who develop a strong interest in another
field can hardly be fair target for retention efforts.
There are others, however, who might do very well in
this field but who leave computer science because of
misunderstandings about and a negative experience in
this academic major. Retention literature suggests and
provides numerous examples of initiatives that improve
student retention. To determine how best to impact
student retention in your computer science department,
a comprehensive understanding of the student experience
of your major is essential. Not only is it important to
know why students leave your major, but an
understanding of why they stay can be useful in
developing high impact initiatives. The current study
involves a comparative examination of students who
graduated from the computer science (CS) major at
Georgia Institute of Technology in Atlanta, Georgia
(Stayers) with students who chose to leave the major
(Leavers). Specifically, perceptions and experiences of
computer science as a field in general and the climate
of the major were studied. Comparative data collected
provided insights into reasons why they entered into
the major, about belief of adequate preparation and
confidence going into the major, definitions of CS and
other related factors. Results were analyzed to
identify potential target areas and concrete
implementation strategies are suggested for improved
retention in the computer science major at this
institution.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lopez:2008:CRG,
author = "Antonio M. {Lopez, Jr.} and Kun Zhang and Frederick G.
Lopez",
title = "Cultural representations of gender among {U.S.}
computer science undergraduates: statistical and data
mining results",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "407--411",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352275",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Worldwide, there is substantial evidence that cultural
contexts may either support or hinder the number of
women versus men participating in computing. There is
also evidence that certain computing disciplines have
more appeal to women than others. Hence research on any
computing gender gap should be specific to a culture
and a computing discipline. In the United States (US) a
popular belief is that Computer Science (CS) has a
decidedly 'masculine culture'. This paper reports on
research that investigates this perception, comparing
CS undergraduates to undergraduates in non-computing
disciplines (NCD). The data were collected in a
nationwide purposeful sampling of US citizens attending
Historically Black Colleges and Universities (HBCUs)
and Predominantly White Institutions (PWIs) with an
ethnic compositional focus on African Americans and
Caucasians. The paper describes a survey scale
developed in the US to characterize a person's gender
role as feminine, masculine, or androgynous. The data
were analyzed using statistical and data mining
techniques. Surprisingly, CS students were found to be
more androgynous than masculine.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Crenshaw:2008:CSR,
author = "Tanya L. Crenshaw and Erin Wolf Chambers and Heather
Metcalf",
title = "A case study of retention practices at the {University
of Illinois at Urbana-Champaign}",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "412--416",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352276",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Computer science is seeing a decline in enrollment at
all levels of education. One key strategy for reversing
this decline is to improve methods of student
retention. This paper, based on a 10-month case study
at the Department of Computer Science at the University
of Illinois at Urbana-Champaign, examines two aspects
of student retention at both the graduate and
undergraduate levels: community identity and community
relationships. Our data shows that students feel
isolated from each other, faculty, and members of the
greater computer science community. Given our findings,
we highlight existing programs and propose new programs
which improve student-community interactions. While the
lessons learned might not apply at every institution,
they constitute a valuable case study for improving
conditions for students at large research
universities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Simon:2008:NTN,
author = "Beth Simon and Krista Davis and William G. Griswold
and Michael Kelly and Roshni Malani",
title = "{Noteblogging}: taking note taking public",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "417--421",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352278",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Classroom note taking tends to be a private activity,
hiding a wealth of knowledge in both content and
method. With the advent of the web, whose technology
and culture seemingly invites everyone to share
everything, we are prompted to ask how making note
taking a public activity --- noteblogging --- might
advance learning. What does a blog about a computer
science classroom look like? What supports are needed
to enable noteblogging as a form of auxiliary
instruction? In this paper we overview the design and
use of noteblogging as part of the Ubiquitous Presenter
digital classroom system. With NoteBlogger, students
with Tablet PCs take handwritten notes digitally on top
of the instructor's slides, and their notes are
instantly reviewable by other students in class using a
web browser. We examine the impact of noteblogging on a
CS1 course through interviews with bloggers (to reveal
their motivation and understand their choice of
content) and blog watchers (to learn when and why they
watch). We also analyze the blogs in this CS1 course to
identify their educational contribution. We find that
noteblogging enables a unique classroom participation
model that specifically engages more advanced students.
Blog content spans many levels of intellectual
engagement, which can support a range of learners in
CS1 as well as perhaps model for them various levels of
reflection.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kamin:2008:SDT,
author = "Sam Kamin and Michael Hines and Chad Peiper and Boris
Capitanu",
title = "A system for developing tablet {PC} applications for
education",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "422--426",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352279",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "We describe a new system for building Tablet PC-based
classroom software. The system, called SLICE, is built
for extensibility, using a unique ``explicit state''
model. Applications developed thus far include
presentation, classroom interaction, shared code
review, and exam grading. The paper presents an
overview of the system and describes these four
applications. It then explains the extensibility model,
showing how users can add new features.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wiseman:2008:OEV,
author = "Charlie Wiseman and Ken Wong and Tilman Wolf and
Sergey Gorinsky",
title = "Operational experience with a virtual networking
laboratory",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "427--431",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352280",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Virtual laboratories are a potential replacement for
standard laboratory facilities. Use of these virtual
resources can reduce cost and maintenance overheads for
teaching institutions while still ensuring that
students have access to real equipment. Previous work
indicates that students respond well to such
environments, but one important operational aspect has
been overlooked. In this work, we consider instructor
overhead by comparing the amount of work required to
teach courses with and without the use of a virtual
laboratory. In particular, we examine two graduate
computer networking courses, each taught with the
standard software-only approach and then taught later
with the Open Network Laboratory. Our data show that
the effort required by the instructor to use a virtual
laboratory is not much more than in a software-only
environment, and that the increased interaction between
student and instructor can be beneficial as the student
questions are primarily focused on fundamental
networking concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barbosa:2008:LMG,
author = "Jorge Barbosa and Rodrigo Hahn and Solon Rabello and
D{\'e}bora Barbosa",
title = "Local: a model geared towards ubiquitous learning",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "432--436",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352281",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "The increasing use of mobile devices and the
dissemination of wireless networks have stimulated
mobile and ubiquitous computing research. In this
context, education is being considered one of the main
application areas. New pedagogical opportunities are
created through the use of location systems to track
learners, and through context awareness support. This
paper proposes a model to explore these opportunities
using location information and context management as
learning support tools. This model, called LOCAL, was
conceived for small scale learning environments, but
can be applied in large-scale as well. The model was
implemented and the initial results show its utility to
assist the teaching and learning processes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hummel:2008:NOC,
author = "Joe Hummel and Carl Alphonce and Joe Bergin and
Michael Caspersen and Stuart Hansen and James Heliotis
and Michael K{\"o}lling",
title = "Nifty objects for {CS0} and {CS1}",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "437--438",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352283",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ludi:2008:DIO,
author = "Stephanie Ann Ludi and Thomas Reichlmayr",
title = "Developing inclusive outreach activities for students
with visual impairments",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "439--443",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352285",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Despite advances in assistive technology, relatively
few visually impaired students participate in
university-level computing courses. Significant factors
in this under representation include lack of relevant
precollege preparation, lack of role models, access to
resources, and the highly visual nature of modern
computing. This paper describes the development of
inclusive activities and materials for use in a summer
workshop for precollege students with visual
impairments. All activities utilized commercial
technologies in the areas of robotics and programming
using Lego Mindstorms NXT. The workshop activities are
designed to provide a foundation in computing that
encourages students to pursue computing in high school
and beyond. In addition to activity design, initial
results and lessons learned from the summer workshop
will be presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Califf:2008:HHS,
author = "Mary Elaine Califf and Mary M. Goodwin and Jake
Brownell",
title = "Helping him see: guiding a visually impaired student
through the computer science curriculum",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "444--448",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352286",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this paper, we describe some of the challenges of
teaching computer science to a visually impaired
student along with suggested solutions for these
challenges. We include perspectives of both professors
and a severely visually impaired student.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bigham:2008:IBH,
author = "Jeffrey P. Bigham and Maxwell B. Aller and Jeremy T.
Brudvik and Jessica O. Leung and Lindsay A. Yazzolino
and Richard E. Ladner",
title = "Inspiring blind high school students to pursue
computer science with instant messaging chatbots",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "449--453",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352287",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Blind students are an underrepresented group in
computer science. In this paper, we describe our
experience preparing and leading the computer science
track at the National Federation of the Blind Youth
Slam. As part of this workshop, fifteen blind high
school students created and personalized instant
messaging chatbots, a project designed to be completely
accessible to blind students. Chatbots enable students
to infuse their own personalities into a
socially-oriented program that incorporates ideas from
artificial intelligence, natural language processing,
and web services. We first outline the chatbots project
and curriculum, which has wide appeal for all students,
and then offer general design principles used to create
it that can help ensure the accessibility of future
projects. Students created their chatbots using a real
programming language and were guided by both blind and
sighted mentors. By programming from the start in a
supportive environment, our students will gain the
confidence to persevere in computer science in the
future.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Deibel:2008:CEC,
author = "Katherine Deibel",
title = "Course experiences of computing students with
disabilities: four case studies",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "454--458",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352288",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Inclusive education is the practice of making sure
that all students of all abilities have positive
learning experiences. The study presented in this paper
explores the current state of inclusive practices in
computing education by presenting four case studies of
students with disabilities taking their first computing
courses. Their experiences share many common themes
that reveal insights into their college experiences and
connect with current theories as to how to achieve
inclusive education. New technologies, such as
podcasting, for promoting inclusion are also
suggested.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Taylor:2008:SER,
author = "Carol Taylor and Rose Shumba",
title = "Security education: a roadmap to the future",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "459--460",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352290",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "The topic of this proposed special session is security
education with an emphasis on increasing the number of
schools and programs that teach it. We will review the
current status of security education as it is taught
within the CS discipline including funding, curriculum
standards and government programs. We will also address
misconceptions people may have regarding teaching
security and how these views hinder the development of
programs and curriculum. Another area we cover which we
feel is critical to increasing participation in
security education is resources for teaching security
including existing curriculum, expert assistance from
Centers of Excellence schools and other resources. The
format of the session will consist of both presentation
periods with at least half the session devoted to
participant question and answer. Session participants
will be encouraged to share experiences and common
concerns to the benefit of everyone attending.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rahal:2008:URE,
author = "Imad Rahal",
title = "Undergraduate research experiences in data mining",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "461--465",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352292",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "The new interdisciplinary field of Data Mining emerged
in the early 1990s as a response to the profusion of
digital data generated in numerous fields such as
biology, chemistry, astronomy, advertising, banking and
finance, retail market, stock market, and the WWW. In
this paper, I describe an undergraduate course in Data
Mining offered at the College of Saint Benedict and
Saint John's University in Spring of 2007 as a
CSCI-317-upper-division ``Topics in Computer Science''-
course, entitled ``Data Intelligence.'' One of the main
objectives of the course was to engage students in
experimental computing research through a number of
carefully planned research activities resulting in
better understanding of the course contents and deeper
insights into the challenges faced by the data mining
community.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dahlberg:2008:IRG,
author = "Teresa Dahlberg and Tiffany Barnes and Audrey Rorrer
and Eve Powell and Lauren Cairco",
title = "Improving retention and graduate recruitment through
immersive research experiences for undergraduates",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "466--470",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352293",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Research experiences for undergraduates are considered
an effective means for increasing student retention and
encouraging undergraduate students to continue on to
graduate school. However, managing a cohort of
undergraduate researchers, with varying skill levels,
can be daunting for faculty advisors. We have developed
a program to engage students in research and outreach
in visualization, virtual reality, networked robotics,
and interactive games. Our program immerses students
into the life of a lab, employing a situated learning
approach that includes tiered mentoring and
collaboration to enable students at all levels to
contribute to research. Students work in research teams
comprised of other undergraduates, graduate students
and faculty, and participate in professional
development and social gatherings within the larger
cohort. Results from our first two years indicate this
approach is manageable and effective for increasing
students' ability and desire to conduct research.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Feamster:2008:CGR,
author = "Nick Feamster and Alexander Gray",
title = "Can great research be taught?: independent research
with cross-disciplinary thinking and broader impact",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "471--475",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352294",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This paper describes a course we have developed for
preparing new Ph.D. students in computer science for a
career in research. The course is intended to teach the
skills needed for research and independent work,
prepare students psychologically and socially for years
lying before them, and help them find a good Ph.D.
topic by providing principles and examples. In this
course, we emphasize and encourage impact through
cross-disciplinary research and broader societal
outreach. To our knowledge, the course represents a
first-of-its-kind systematic introduction to a graduate
research career. This paper describes our high-level
goals for this curricular initiative, the structure of
the course (including lecture components and
assignments), and the challenges we faced in developing
this course. As we continue to develop this course,
which is now in its second year, we hope it will serve
as a model ``introduction of Ph.D. research'' course
for other computer science departments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2008:CAS,
author = "Raymond Lister and Ilona Box",
title = "A citation analysis of the {SIGCSE 2007} proceedings",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "476--480",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352295",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This paper identifies the most commonly cited
conferences, journals and books among the 1398
citations made in the 122 publications of the SIGCSE
2007 proceedings. The SIGCSE 2007 authors cited a very
large array of conferences, journals and books, but the
majority are only cited within a single paper. There
are only a very small set of journals and conferences
cited frequently. Most books cited are concerned with
technical information or are textbooks. Only 2\% of
books are concerned with computer science education and
23\% with education in general. The picture that
emerges from this citation analysis is that the SIGCSE
community does not have a substantial core set of
educational literature. Also, the epistemology of the
SIGCSE community is primarily objectivist, with a focus
on content, rather than a constructivist,
student-centered focus on learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Humphrey:2008:PSI,
author = "Watts Humphrey and Robert Musson and Rafael Salazar",
title = "Preparing students for industry's software engineering
needs",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "481--482",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352297",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Erkan:2008:IBD,
author = "Ali Erkan and Diyan Gochev",
title = "An image background detection project for a visual
exploration of {DFS} and {BFS}",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "483--487",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352299",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "We outline a Data Structures project that visualizes
the operation of depth first search (DFS) and breadth
first search (BFS). We use color to illustrate how
these two techniques differ as they traverse a search
space. We present additional exercises that outline how
students can further explore the underlying data
structures, algorithmic concepts, and efficiency
issues. We also provide a limited amount of student
assessment to gauge the effectiveness of our
approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Subramanian:2008:CDV,
author = "K. R. Subramanian and T. Cassen",
title = "A cross-domain visual learning engine for interactive
generation of instructional materials",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "488--492",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352300",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "We present the design and development of a Visual
Learning Engine, a tool that can form the basis for
interactive development of visually rich teaching and
learning modules across multiple disciplines. The
engine has three key features that makes it powerful
and cross-disciplinary, (1) it is based on a finite
state machine model, that supports concepts presented
in any defined sequence, (2) instructional modules are
designed and generated interactively using graphical
interface widgets, facilitating non-programmers to use
the system, and (3) ability to simultaneously present
concepts and their visual representation that allows
for a more intuitive and exploratory learning
experience. We demonstrate a prototype of the learning
engine by testing it on examples from Computer Science
(sorting algorithms, recursion) and Electrical
Engineering (signal manipulations).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Allenstein:2008:QSS,
author = "Brett Allenstein and Andrew Yost and Paul Wagner and
Joline Morrison",
title = "A query simulation system to illustrate database query
execution",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "493--497",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352301",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "The underlying processes that enable database query
execution are fundamental to understanding database
management systems. However, these processes are
complex and can be difficult to explain and illustrate.
To address this problem, we have developed a Java-based
query simulation system that enables students to
visualize the steps involved in processing DML queries.
We performed a field experiment to evaluate the system,
and the results suggest that the system improves
student comprehension of the query execution process.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Williams:2008:IEC,
author = "Andrew B. Williams and David S. Touretzky and Ethan J.
Tira-Thompson and LaVonne Manning and Chutima Boonthum
and Clement S. Allen",
title = "Introducing an experimental cognitive robotics
curriculum at historically black colleges and
universities",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "498--502",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352303",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "A successful collaboration between Spelman College and
Carnegie Mellon University led to an NSF-funded
Broadening Participation in Computing project to set up
robotics education laboratories and introduce
undergraduate instruction in cognitive robotics at
three other Historically Black Colleges and
Universities (HBCUs). We give a brief overview of
cognitive robotics and the Tekkotsu software
architecture, and describe our experiences teaching
computer science students with no previous robotics
exposure to program sophisticated mobile robots.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pearce:2008:FGO,
author = "Janice Pearce and Mario Nakazawa",
title = "The funnel that grew our {CIS} major in the {CS}
desert",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "503--507",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352304",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Across the US, plummeting CS enrollments and
disappointing student retention have caused serious
concern in recent years. Yet, in the Spring of 2007,
the Berea College faculty unanimously adopted a CIS
major in response to the rise in enrollment in CS0 and
retention into CS1. This paper details how using a
funnel approach to attract students into the discipline
via multiple CS0-level courses resulted in the
exception to the trend.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Khuri:2008:BTC,
author = "Sami Khuri",
title = "A bioinformatics track in computer science",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "508--512",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352305",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this paper, we describe the bioinformatics track we
created to better prepare students for health, medical
and life science professions. Our program was motivated
by the fact that bioinformatics training is in high
demand. Many universities have responded to this demand
by creating majors in bioinformatics, while others by
creating minors in bioinformatics. Our response was
less extreme as we opted for a computer science track
in bioinformatics which we describe in this article.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Townsend:2008:GHV,
author = "Gloria Childress Townsend and Lecia Barker and Suzanne
Menzel and J. McGrath Cohoon",
title = "{Grace Hopper} visits the neighborhood",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "513--517",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352307",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This paper highlights several viewpoints concerning a
small regional conference for women in computing, which
is modeled after the successful and well-known Grace
Hopper Celebration of Women in Computing. The
viewpoints include rationale for the conference,
descriptions of the celebration that provide a snapshot
which captures the ease of organizing a similar event
at other regional sites, additional sources for finding
complete information (including a detailed how-to
manual) and an account of the assessment of two recent
regional celebrations performed by senior researchers
at the National Center of Women and Information
Technology (NCWIT).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Powell:2008:IPF,
author = "Rita Manco Powell",
title = "Improving the persistence of first-year undergraduate
women in computer science",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "518--522",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352308",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "This paper describes a study of undergraduate women's
retention in the first-year of the computer science
major at the University of Pennsylvania for the purpose
of identifying the underlying issues responsible for
attrition. The subsequent steps taken by the faculty to
improve women's retention is also discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kumar:2008:EUP,
author = "Amruth N. Kumar",
title = "The effect of using problem-solving software tutors on
the self-confidence of female students",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "523--527",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352309",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "We examined whether using problem-solving software
tutors in Computer Science I can help improve the
self-confidence of female students. We analyzed the
data collected by five software tutors in spring 2006.
We found that (1) the self-confidence of female
Computer Science I students before using the software
tutors was in many cases lower than that of male
students, as has been stated in prior literature; (2)
Using problem-solving software tutors improved the
self-confidence of female students to be on par with
that of male students when female students started with
lower prior self-confidence. Since researchers have
suggested that self-confidence is one of the factors
contributing to the shrinking pipeline, problem-solving
software tutors can be used to improve the retention of
female students in Computer Science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boustedt:2008:ISL,
author = "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",
title = "It seemed like a good idea at the time",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "528--529",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352311",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "We often learn of successful pedagogical experiments,
but we seldom hear of the ones that failed. For this
special session we solicited submissions from the
SIGCSE membership, selected the best from among these,
and will have presentations at the session by the
selected authors. Our contributions describe
pedagogical approaches that seemed to be good ideas but
turned out as failures. Contributors will describe
their pedagogical experiment, the rationale for the
experiment, evidence of failure, and lessons learned.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2008:CUA,
author = "Lillian N. Cassel and Michael Caspersen and Gordon
Davies and Renee McCauley and Andrew McGettrick and Art
Pyster and Robert Sloan",
title = "Curriculum update from the {ACM Education Board}:
{CS2008} and a report on {Masters} degrees",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "530--531",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352313",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Janzen:2008:TDL,
author = "David Janzen and Hossein Saiedian",
title = "Test-driven learning in early programming courses",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "532--536",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352315",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Coercing new programmers to adopt disciplined
development practices such as thorough unit testing is
a challenging endeavor. Test-driven development (TDD)
has been proposed as a solution to improve both
software design and testing. Test-driven learning (TDL)
has been proposed as a pedagogical approach for
teaching TDD without imposing significant additional
instruction time. This research evaluates the effects
of students using a test-first (TDD) versus test-last
approach in early programming courses, and considers
the use of TDL on a limited basis in CS1 and CS2.
Software testing, programmer productivity, programmer
performance, and programmer opinions are compared
between test-first and test-last programming groups.
Results from this research indicate that a test-first
approach can increase student testing and programmer
performance, but that early programmers are very
reluctant to adopt a test-first approach, even after
having positive experiences using TDD. Further, this
research demonstrates that TDL can be applied in CS1/2,
but suggests that a more pervasive implementation of
TDL may be necessary to motivate and establish
disciplined testing practice among early programmers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thornton:2008:SSW,
author = "Matthew Thornton and Stephen H. Edwards and Roy P. Tan
and Manuel A. P{\'e}rez-Qui{\~n}ones",
title = "Supporting student-written tests of {GUI} programs",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "537--541",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352316",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Tools like JUnit and its relatives are making software
testing reachable even for introductory students. At
the same time, however, many introductory computer
sciences courses use graphical interfaces as an
``attention grabber'' for students and as a metaphor
for teaching object-oriented programming.
Unfortunately, developing software tests for programs
that have significant graphical user interfaces is
beyond the abilities of typical students (and, for that
matter, many educators). This paper describes a
framework for combining readily available tools to
create an infrastructure for writing tests for Java
programs that have graphical user interfaces. These
tests are level-appropriate for introductory students
and fit in with current approaches in computer science
education that incorporate testing in programming
assignments. An analysis of data collected during
actual student use of the framework in a CS1 course is
presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sauve:2008:TSD,
author = "Jacques Philippe Sauv{\'e} and Os{\'o}rio Lopes Abath
Neto",
title = "Teaching software development with {ATDD} and
easyaccept",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "542--546",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352317",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "In this paper, we report our experience in teaching
software development to Computer Science undergraduate
students using acceptance test-driven development
(ATDD) and the acceptance testing tool EasyAccept. A
typical software design course in a Computer Science
curriculum has been modified to include project
assignments with executable analysis, which gives
students more focus on meeting requirements, boosts
confidence in the code being written and results in
increased software correctness. We evaluate the
benefits of the approach and give suggestions on how to
cope with its limitations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ladner:2008:CSE,
author = "Richard E. Ladner and Dan Comden",
title = "Computer science for everyone: making your computing
classes and departments accessible",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "547--548",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352319",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lazowska:2008:CSP,
author = "Ed Lazowska",
title = "Computer science: past, present, and future",
journal = j-SIGCSE,
volume = "40",
number = "1",
pages = "549--549",
month = mar,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1352322.1352321",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:10 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE 08.",
abstract = "Computing research has made remarkable advances, but
there's much more to be accomplished. The next few
decades of advances should be even more significant,
and even more interesting, than the past few. The
National Science Foundation has created the Computing
Community Consortium to engage computing researchers in
an ongoing process of visioning --- of imagining what
we might contribute to the world, in terms that we and
the world might both appreciate. This process is just
beginning, and I'd like to take this opportunity to
engage you. I will review the progress that our field
has made, and I'll present a number of ``grand
challenge'' problems that we should be prepared to
tackle in the coming decade. I'll invite your
contributions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jukic:2008:URD,
author = "Nenad Jukic and Paul Gray",
title = "Using real data to invigorate student learning",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "6--10",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383604",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#JukicG08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "Students need hands-on-experience with industrial
strength databases and large data sets so they can deal
with them when once employed. Many schools find it too
expensive because of the cost and faculty resources
required. That excuse is no longer valid. Colleges and
Universities throughout the world can avail themselves
of an extraordinary gift from Teradata Corporation that
allows introducing large, complex problems into
computer science classes without cost. The gift
includes software and enormous databases available
through the Internet as Software as a Service. This
editorial describes the Teradata University Network,
and how faculty can obtain this resource for their
classes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2008:GCC,
author = "Tony Clear",
title = "Global collaboration in course delivery: are we there
yet?",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "11--12",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383606",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Clear08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "Some recent experiences with Global Educational
Collaborations have given me occasion to reflect on how
sustainable such initiatives are, and whether they will
over time become embedded in the fabric of modern
University education, especially for courses such as
Global Software Engineering. Swigger and colleagues
argue to the contrary at least for now, observing that
``technical barriers such as unreliable software and
institutional regulations discourage most teachers from
exploring distributed learning'' [1]. But does this
pessimistic view truly recognize the realities of the
age? For Giddens ``one of the dominant characteristics
of modernity is the separation of time from space made
possible by the standardization of time across the
world'', with ``human efforts to standardize temporal
frameworks inscribed in official time zones'' [2]. Is a
Global Collaboration then, inherently a product of the
trend towards universal time, wherein time is the
scarce resource of `clock' time (based on what might be
termed a temponomic world view [3, P.61]).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Topi:2008:RIS,
author = "Heikki Topi",
title = "Role of information systems as a business discipline",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "12--14",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383608",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Topi08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "One of the questions that is frequently raised during
any serious discussion related to the identity of
Information Systems (IS) education is the relationship
between the business domain and IS and the role of IS
as a business discipline. Naturally, IS as an academic
discipline has its strongest roots within the business
school community and a history that is closely linked
to the rapid growth in the dependence of businesses of
all types and sizes on information technology.
Particularly in North America, most of the founding
academics in the field of IS came from business
schools, and information systems as artifacts were seen
to exist to support management in organizations. Both
in research and in curriculum development, large
corporations got more attention than smaller companies
because they presented the most interesting and
challenging problems to solve and had the most focused
demand for graduates. In addition, business schools
identified the need to hire academic specialists who
are able to integrate issues related to business and
technology in their research and teaching. Particularly
during the boom years of late 1980s and 1990s, student
demand for courses in Information Systems was very
high, which obviously raised the level of interest in
the discipline among business school administrators.
The events of early 2000s led to the rapid declines in
enrollments that we all have experienced and are
fighting against. Not surprisingly, these developments
have made some business schools question the value of
IS programs and departments, but the field is still
predominantly associated with business schools.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2008:OG,
author = "Raymond Lister",
title = "The originality glut",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "14--15",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383610",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Lister08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "Originality is over-rated in computing education
research. We have a world-wide glut of originality.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2008:AR,
author = "Henry MacKay Walker",
title = "Advertising and recruiting",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "16--17",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383612",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Walker08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "Much is said these days regarding low enrollments in
computer science, reports indicate significant
difficulties in recruiting women and other
underrepresented groups to the field, and many studies
discuss difficulties with the public image of
computing. Clearly many deep societal and cultural
issues underlie much of the problem, and many
organizations (including ACM, ACM-W, CSTA, and SIGCSE)
are considering ways to address these systemic
issues.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hawthorne:2008:RGA,
author = "Elizabeth K. Hawthorne",
title = "Revising the guidelines for associate-degree transfer
curriculum in computer science",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "18--18",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383614",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Hawthorne08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "The ACM Two-Year College Education Committee (TYCEC)
is finalizing revisions to its computer science
transfer curriculum in conjunction with the five-year
interim review of the CS2001 volume. These 2008
transfer guidelines will update the Guidelines for
Associate Degree Programs in Computer Science published
in 2003 by ACM and IEEE-CS. The committee also extends
a warm welcome to our newest member recruited to assist
with this undertaking, Assistant Professor Anita M.
Wright of Camden County College, Blackwood, NJ.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gal-Ezer:2008:OCN,
author = "Judith Gal-Ezer",
title = "Online courses: {North Carolina} business and {IT}
courses: a case study",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "18--19",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383616",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Gal-Ezer08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "Deborah Seehorn, of the North Carolina Department of
Public Instruction aroused my curiosity and interest
when I met her a few months ago at one of the CSTA (The
Computer Science Teachers Association) board committee
meetings.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Turner:2008:SIH,
author = "A. Joe Turner",
title = "Some {IFIP} happenings",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "20--20",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383618",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Turner08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "As described in previous columns, the International
Federation for Information Processing (IFIP) is a
federation of IT societies. ACM is a member of IFIP,
and SIGCSE sponsors ACM's representative to the IFIP
Technical Committee on Education (TC3). This column
provides a summary of some recent and upcoming IFIP
activities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kaczmarczyk:2008:DCS,
author = "Lisa C. Kaczmarczyk",
title = "Drink the coffee and see the puffy white clouds",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "20--22",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383620",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Kaczmarczyk08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "Sometimes, in pursuit of your well percolated vision,
you have to break with convention and take a really big
risk. In my last column I wrote about taking a risk in
the CS classroom, scary events that followed, and the
ultimate pedagogical payoff that made it all worth it.
This month I introduce you to my latest, and to date
largest, plunge off the deep end.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Popyack:2008:TYD,
author = "Jeffrey L. Popyack",
title = "Take your daughters (and sons) to work: and leave them
there",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "22--23",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383622",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Popyack08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "Greetings! And no, with that title I am hardly
advocating any sort of child abandonment. Rather, I am
musing figuratively about the relationship between
recruiting students and influencing our own children's
directions in life. What do they learn when they see us
at work? Will envisioning themselves in our positions
make them want to follow suit? Better yet, how many
friends of theirs can we bear to bring with them? And
of course, will any of them want to stay?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2008:AMC,
author = "Peter B. Henderson",
title = "Abstraction, model checking and software correctness",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "23--24",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383624",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Henderson08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "I hope you were able to read the contribution from
Maria and Gary Litvin, Pre-college Math Concepts vs
Skills --- Preparation for Computing Studies, in my
last column. This article addressed one of the most
important issues our discipline faces, the preparation
and motivation of young people to pursue a career in
computing. To repeat, here is a quote from the back
cover of their book for high school students
Mathematics for the Digital Age and Programming in
Python: ``The vision behind this book is that math and
computer science should help each other. A programmer
needs to be comfortable with abstractions, and that is
precisely what math teaches. Computer science
reciprocates by providing models and hands-on exercises
that help clarify and illustrate more abstract math.''
This columns contribution ``Reflections on Teaching
Abstraction and Other Soft Ideas'' by Orit Hazzan,
which can be found on page?? of this issue of Inroads,
further reinforces the relevance of abstraction for
software developers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2008:SBF,
author = "David Ginat",
title = "Separating between foes",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "24--25",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383626",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Ginat08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "The current issue's new challenge is slightly
different from previous challenges. It involves two
questions, of whether particular goals may be achieved.
If they may be achieved, then a suitable algorithm
should be developed and justified; otherwise -a proof
of impossibility should be displayed. The solutions for
both questions involve relevant and useful notions in
computer science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Neeman:2008:SPE,
author = "Henry Neeman and Horst Severini and Dee Wu",
title = "Supercomputing in plain {English}: teaching
cyberinfrastructure to computing novices",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "27--30",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383628",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#NeemanSW08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "The field of Cyberinfrastructure (CI) has experienced
rapid and exciting progress in enabling technologies,
but much slower improvements in application codes,
largely because of the ongoing disconnect between the
CI and application research communities. At the
University of Oklahoma, the OU Supercomputing Center
for Education \& Research (OSCER) is addressing this
issue using a multipronged pedagogical strategy that
combines workshops, tours, question-and-answer and
``rounds'' (one-on-one interactions), with minimal
jargon, using storytelling and analogies to capture the
essential properties of Cyberinfrastructure.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ainsworth:2008:MMCa,
author = "A. Barbara Ainsworth and Judithe Sheard and Chris
Avram",
title = "The {Monash Museum of Computing History}: part 1",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "31--34",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383629",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#AinsworthSA08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "The Monash Museum of Computing History, Monash
University preserves the artifacts and the experiences
of fifty years of computing education and research at
one of Australia's top ten universities. In this first
part of a two part paper, we describe the purpose, the
development and the planned future for the museum. In
Part Two, we will describe the collection and current
display.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Alvarez:2008:CHE,
author = "Marco A. Alvarez and Jos{\'e} Baiocchi and Jos{\'e}
Antonio Pow Sang",
title = "Computing and higher education in {Peru}",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "35--39",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383630",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#AlvarezBS08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "In Peru, the computing discipline as an academic field
has been neglected during decades deriving in a
low-quality higher education system and consequently
shaping an academic community with modest participation
within scientific production around the world. At the
undergraduate level, universities have not adopted
international standards or curricula recommendations
that could contribute to improve the quality of
computing and related engineering programs. Considering
this context, the present document aims to present an
overview of the current situation followed by
suggestions toward the empowering of the field
following international well-adopted practices and
respecting local characteristics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hazzan:2008:RTA,
author = "Orit Hazzan",
title = "Reflections on teaching abstraction and other soft
ideas",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "40--43",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383631",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Hazzan08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "This essay relies on my research works about
abstraction conducted over the past decade. It
addresses the importance of increasing students'
awareness to the concept of abstraction and other soft
ideas and suggests several approaches for the teaching
of soft ideas in general and of the concept of
abstraction in particular.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Schreiner:2008:SLL,
author = "Axel-Tobias Schreiner and James E. Heliotis",
title = "{Sudoku}: a little lesson in {OOP}",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "44--47",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383632",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#SchreinerH08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "Paying only lip service to the principles of
object-oriented programming rarely results in the
expected benefits. This paper presents a series of
designs for a Sudoku application that will lead
introductory students through the all-important process
of trial and error. They will see examples of design
analysis, criticism, and improvement. The paper
concludes with some general pointers why and how the
initial mistakes could have been avoided.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Spiegel:2008:IIT,
author = "Daniel S. Spiegel and Lisa M. Frye and Linda L. Day",
title = "Issues in the instantiation of template classes",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "48--51",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383633",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#SpiegelFD08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "Teaching students to incorporate template classes into
their C++ projects is an important concept in
object-oriented programming. The most efficient
implementation method for template classes is dependent
on several factors. Two significant factors are
different integrated development environments with
differing requirements, and incongruous philosophies
among instructors. Herein, several template class
instantiation methods under Gnu compilers will be
discussed, along with their pros and cons.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rolfe:2008:PFO,
author = "Timothy J. Rolfe",
title = "Perverse and foolish oft {I} strayed",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "52--55",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383634",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Rolfe08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "This uses a massively wrong-headed algorithm for
sorting to exemplify the use of the backtracking
strategy and the branch-and-bound strategy. In
addition, brief notes are included on parallel
processing approaches: Java threads on multi-core
computers and distributed processing through such
message passing systems as PVM and MPI.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goluboff:2008:DTD,
author = "Barry Goluboff",
title = "A denotational tracing domain for {C}++ programs",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "56--61",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383635",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Goluboff08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "By adding certain denotational constructs to C++, a
domain is created wherein programs are traced as an
augmentation of their source code. This tracing method
is intended to be used along with other instructional
strategies for teaching C++ programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lorenzen:2008:OFU,
author = "Torben Lorenzen and Abdul Sattar",
title = "Objects first using {Alice} to introduce object
constructs in {CS1}",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "62--64",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383636",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#LorenzenS08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "Java has become the programming language of choice for
the first computer programming course in most of the
computer science programs in the country. However, Java
is a true objected-oriented language and requires
instructors to introduce object-oriented constructs
(classes, objects and methods) early in the course.
This poses a problem for both students (who find the
introduction to objects to be very dry and abstract)
and instructors (who attempt to enliven this material).
In this paper, the authors describe how Alice is used
to introduce the essential concepts of object-oriented
programming in the beginning of a CS1 Java course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stone:2008:IPP,
author = "Jeffrey A. Stone and Elinor M. Madigan",
title = "The impact of providing project choices in {CS1}",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "65--68",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383637",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#StoneM08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "CS educators are constantly faced with the challenge
of engaging students who have neither the interest nor
skill level necessary to succeed in an introductory
course. One potential solution is to allow students to
choose their projects from a set of comparable
alternatives, each of which represents a different
problem domain. This paper reports on the results of a
two-year study designed to measure the impact of
project choice on student outcomes in a CS1-style
course for non-majors. The results suggest that the
gender plays a major role in both the projects chosen
and student outcomes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lui:2008:LSP,
author = "Andrew K. Lui and Yannie H. Y. Cheung and Siu Cheung
Li",
title = "Leveraging students' programming laboratory work as
worked examples",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "69--73",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383638",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#LuiCL08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "This paper describes a web-based courseware that is
designed to further improve the programming skills of
strong students. The courseware leverages students'
laboratory work as worked examples. Worked examples are
regarded as an efficient tool for schema acquisition.
The variations in the methods used in the examples
provide an opportunity to acquire alternative schemas
for solving problems. The paper describes the functions
of the courseware. The results of the evaluations
suggest that students' solutions are intrinsically
useful as worked examples because they exhibit
significant variations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sher:2008:VPA,
author = "David B. Sher",
title = "A visual proof for an average case of list searching",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "74--78",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383639",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Sher08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "This paper describes how the more mathematical topics
in the data structures curriculum can be illustrated
with visual proofs. This frees students from difficult
algebraic manipulation. Visual proofs are provided for
the average case of searching for a unique item in a
list and for searching for an item which occurs
independently (and not necessarily uniquely) in the
list with a known probability.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Masuck:2008:AFM,
author = "Carol Masuck and Jim Alves-Foss and Paul W. Oman",
title = "Analysis of fault models for student use",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "79--83",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383640",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#MasuckAO08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "Computer science educators have long been concerned
over the difficulty with which some students learn to
write computer programs; especially the wide disparity
in students' abilities to locate and fix faults in the
programs they write. We hypothesized that requiring
students to categorize faults (as the faults are
encountered) would help them better understand the
faults and, in turn, improve their corrections and
speed up the programming process. This paper analyzes
five fault categorization models, with an eye towards
application by novice programmers, and provides
experimental evidence showing that simple fault
categorization can aid students' programming
abilities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kumar:2008:RSR,
author = "Amruth Kumar and Patricia A. Joseph and Michael
Goldweber and Paul J. Wagner",
title = "Reviewing the {SIGCSE} reviewing process",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "84--89",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383641",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#KumarJGW08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "The ACM Special Interest Group in Computer Science
Education (SIGCSE) has long used a double-blind
reviewing process for both its annual symposium and
ITiCSE conference. However, it is healthy for a
community to review its policies and practices
periodically to ensure that they continue to meet the
needs and objectives of the community. Toward this end,
this paper suggests a set of general goals for the
SIGCSE reviewing process, identifies a number of
important issues, and presents suggestions for
resolving these issues.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Vandever:2008:TBS,
author = "Kelly Vandever",
title = "Teaching the business of software development",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "90--92",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383642",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Vandever08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "Computer science graduates come into the software
development workforce with some great knowledge. But
additional education is required to better prepare them
for the business of software development. In this
article, Kelly Vandever of Communications for Everyone,
LLC encourages educators to consider what other
elements should be included as part of their college
programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jacobson:2008:PPC,
author = "Norman Jacobson and Suzanne K. Schaefer",
title = "Pair programming in {CS1}: overcoming objections to
its adoption",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "93--96",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383643",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#JacobsonS08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "In academic year 2005-06, the Bren School considered
incorporating pair programming into CS1, primarily
because of reports it increased students' satisfaction
with the course and improved their performance in it.
Though not denying its benefits, objectors asserted
that certain obstacles doomed pair programming to
failure and so was not worth undertaking. We refuted
some of these assertions sufficiently to proceed with
pair programming in CS1; evidence from that offering
allowed us to refute the remainder (as does evidence
from subsequent ones). We contend our findings apply to
programming classes generally and will help convince
objectors that pair programming is worth attempting.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Desai:2008:SET,
author = "Chetan Desai and David Janzen and Kyle Savage",
title = "A survey of evidence for test-driven development in
academia",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "97--101",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383644",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#DesaiJS08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "University professors traditionally struggle to
incorporate software testing into their course
curriculum. Worries include double-grading for
correctness of both source and test code and finding
time to teach testing as a topic. Test-driven
development (TDD) has been suggested as a possible
solution to improve student software testing skills and
to realize the benefits of testing. According to most
existing studies, TDD improves software quality and
student productivity. This paper surveys the current
state of TDD experiments conducted exclusively at
universities. Similar surveys compare experiments in
both the classroom and industry, but none have focused
strictly on academia.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Poe:2008:REC,
author = "David Poe and Christine Hansen and Kellie McGowan and
Gautam Singh",
title = "Refining educational content through a closed-loop
{FLOW} approach",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "102--106",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383645",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#PoeHMS08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "This paper describes the implementation of a system,
called Foundational Learning Objects Workbench (FLOW),
which is intended to be used by instructors to educate
their students in the major principles of
multidisciplinary fields at a variety of grade levels.
FLOW functions by dividing the major topics in a field
into modules. These modules cover a wide variety of
topics and may be inserted into different courses,
providing students with a basic understanding of the
field in question. FLOW also possesses methods for
assessing both students and the modules.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rafieymehr:2008:KCK,
author = "Ali Rafieymehr",
title = "Kids in Computing ({K.I.C}.): is there a solution to
solve the computer science enrollment problem?",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "107--111",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383646",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Rafieymehr08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "We, as educators, have all seen firsthand that
computer science enrollment numbers have gone down
during the past few years. Is there a solution that we
can employ that will solve the enrollment problem?
Although there is no single solution to solve the
problem, this paper will present a combination of
various ways that could be used to tackle the
enrollment problem and hopefully help improve
enrollment numbers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Edmondson:2008:RWD,
author = "Carol Edmondson",
title = "Real women don't write programs",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "112--114",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383647",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Edmondson08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "Some universities are concerned about low levels of
female enrolment in their computer science courses.
This paper takes a humorous approach to this serious
problem. The paper examines some of the barriers to
female participation in computer science courses,
especially in courses which involve programming. The
paper then makes some suggestions for increasing female
participation in computer science courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dionisio:2008:ICS,
author = "John David N. Dionisio and Kam D. Dahlquist",
title = "Improving the computer science in bioinformatics
through open source pedagogy",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "115--119",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383648",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#DionisioD08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "Bioinformatics relies more than ever on information
technologies. This pressures scientists to keep up with
software development best practices. However,
traditional computer science curricula do not
necessarily expose students to collaborative and
long-lived software development. Using open source
principles, practices, and tools forms an effective
pedagogy for software development best practices. This
paper reports on a bioinformatics teaching framework
implemented through courses introducing computer
science students to the field. The courses led to an
initial product release consisting of software and an
Escherichia coli K12 GenMAPP Gene Database, within a
total ``incubation time'' of six months. (1)",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hepting:2008:CSB,
author = "Daryl H. Hepting and Lijuan Peng and Timothy J. Maciag
and David Gerhard and Brien Maguire",
title = "Creating synergy between usability courses and open
source software projects",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "120--123",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383649",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#HeptingPMGM08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "In this paper, we discuss our experience in offering a
usability course with projects taken from an active
open source software development project. We describe
what was done in the class inside the larger context of
the usability of open source software. We conclude with
an invitation for others to adopt this model and use it
for their own purposes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Zhang:2008:GIS,
author = "Wendy Zhang and Theresa Beaubouef",
title = "Geographic information systems: real world
applications for computer science",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "124--127",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383650",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#ZhangB08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "This paper discusses the development and delivery of
an upper level computer science elective course in
geographic information systems (GIS). GIS applications
span numerous and diverse fields, but it is computer
science that holds the key to the understanding and
development of the underlying spatial database and
programming for custom applications. Here the authors
discuss the benefits and challenges of a GIS course for
students, faculty, and researchers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sanders:2008:IPB,
author = "Norman Sanders",
title = "An industry perspective on the beginnings of {CAD}",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "128--134",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383652",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Sanders08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "This paper is a discussion of the early days of
CAM-CAD at The Boeing Company, covering the period
approximately 1956 to 1965. This period saw probably
the first successful industrial application of ideas
that were gaining ground during the very early days of
the computing era. Although the primary goal of the CAD
activity was to find better ways of building the 727
airplane, this activity led quickly to the more general
area of computer graphics, leading eventually to
today's picture-dominated use of computers. The paper
started as an internal exchange of memories between
some of the people primarily concerned, but is now
offered as the possible start of a discussion involving
other such initiatives during that period.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Laender:2008:ARE,
author = "Alberto H. F. Laender and Carlos Jos{\'e} Pereira de
Lucena and Jos{\'e} Carlos Maldonado and Edmundo {de
Souza e Silva} and Nivio Ziviani",
title = "Assessing the research and education quality of the
top {Brazilian Computer Science} graduate programs",
journal = j-SIGCSE,
volume = "40",
number = "2",
pages = "135--145",
month = jun,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1383602.1383654",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:13 MST 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#LaenderLMSZ08;
http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib",
abstract = "This article reports about a study conducted to assess
the quality of the top Brazilian Computer Science
graduate programs. The study is based on data from DBLP
and considers the scientific production of these
programs in the triennial 2004--2006. A comparison of
the scientific production of the Brazilian programs
against that of reputable programs in North America and
Europe indicates that the former compares well with
these programs, both in terms of publication rate and
number of graduates. The study also shows that the
Brazilian programs follow international publication
ratios of more than two conference papers per journal
article. These results are a clear indication that the
Computer Science field has reached maturity in
Brazil.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hall:2008:WWS,
author = "Wendy Hall",
title = "What is {Web} science and why is it important to
{CSE}",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "1--2",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384272",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "The World Wide Web has changed the world. It has
changed the ways we communicate, collaborate, and
educate. We increasingly live in a Web-dependent
society in a Web-dependent world. The Web is also the
largest human information construct and it is growing
faster than any other system. However, it is a striking
fact that there is no systematic discipline to study
the Web. We need to understand the current, evolving,
and potential Web but at the moment we have no means of
predicting the impact that future developments in the
Web will have on society or business. Web Science aims
to anticipate these impacts. It is the study of the
social behaviours in the Web at the inter-person,
inter-organizational and societal level, the
technologies that enable and support this behaviour,
and the interactions between these technologies and
behaviours. It is therefore inherently
interdisciplinary and at even the simplest level
represents a fundamental collaboration between computer
science and the social sciences. Computer Science as a
discipline has not grasped the Web and the implications
of its development. Most Computer Science departments
do not teach ``Web Science'' fundamentals let alone
specialist courses in this area, either with or without
contributions from the social sciences or other
relevant disciplines. This talk will explore the
fundamentals of Web Science and make the case for
Computer Science educators to meet this challenge
head-on. Not only will it revitalise Computer Science
degrees, it will also encourage the development of new
degrees that we argue will attract a wider diversity
and increasing number of students in the future.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Long:2008:SAR,
author = "Philip D. Long",
title = "Scalable apprenticeships: reconnecting students
through technology",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "3--4",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384273",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Today's students are typically over scheduled and
hyper-connected, yet increasingly disconnected with
their education. The classroom into which they step for
core science, technology and engineering subjects is
often removed from both the practice of the disciplines
being taught and the technology tools which pervade
other aspects of their life. A significant challenge is
to reconnect the excitement and discovery that drew
faculty into their disciplines back to the learning
environments of STEM and CSE students they teach. Peer
Instruction (inserting discussion and formative
assessment into lecture) and project-based learning are
two promising attempts at recapturing the process of
science and engineering in introductory courses. Recent
experiments in freshman project-based seminars such as
nanoscale engineering and a major redesign of the
introductory Course 6 (Computer Science and Electrical
Engineering) at MIT are exploring ways to bring
apprenticeship back to both small and large classes.
Through Python-based tutoring tools, layered mentoring
that includes just-in-time ``guest laboratory
assistants'' to achieve 1:4 instructor-student ratios
in large courses, and careful attention to learning
space design new strategies for scaled apprenticeships
are being forged.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boyle:2008:NRS,
author = "Roger D. Boyle",
title = "Neither rocket science nor washing machine science,
but computer science",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "5--6",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384274",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Greyer haired computer scientists can easily remember
the glory days, but waves of recent publications and
opinion seem to have seen clouds on our horizon. But
maybe we worry too much and too soon. Every fairytale
heroine goes through a glum patch before living happily
ever after, and perhaps Prince Charming is just around
the academic corner. How did we get into the glum
patch? What will Prince Charming look like when he
sweeps us off our feet? What will life be like for us
back at his place? We'll talk a bit about how we got to
where we are in an effort to put ourselves into
perspective, then think about the opportunities the
Prince might bring. But it's always possible that
fickle Prince Charming has found another {boy, girl}
and we will wait in vain: so we'll look closely at
these clouds, and think about how real they are. And
thence well have a go at ``you are here'' for CS in
universities, and that might help us in moving towards
Prince Charming, wherever he may be, and not towards
the cloudy horizon. Knowing where we are and where we
are trying to head should then have some relevance for
how and what we teach our students: they don't like (or
need) history lessons, but they are unlikely to be able
to head for tomorrow without knowing where yesterday
was; they need a comprehension of the grand challenges
that face us (but maybe not the ``Grand Challenges'').
They should know they aren't going to be building
rockets, but they aren't going to be mending washing
machines either. But we probably also need to think
about where they have come from, because they certainly
aren't grey haired computer scientists.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Meneely:2008:RRE,
author = "Andrew Meneely and Laurie Williams and Edward F.
Gehringer",
title = "{ROSE}: a repository of education-friendly open-source
projects",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "7--11",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384276",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Open-source project artifacts can be used to inject
realism into software engineering courses or lessons on
open-source software development. However, the use of
open-source projects presents challenges for both
educators and for students. Educators must search for
projects that meet the constraints of their classes,
and often must negotiate the scope and terms of the
project with project managers. For students, many
available open-source projects have a steep learning
curve that inhibits them from making significant
contributions to the project and benefiting from a
``realistic'' experience. To alleviate these problems
and to encourage cross-institution collaboration, we
have created the Repository for Open Software Education
(ROSE) and have contributed three open-source projects
intended for an undergraduate computer science or
software engineering course. The projects in ROSE are
education-friendly in terms of a manageable size and
scope, and are intended to be evolved over many
semesters. All projects have a set of artifacts
covering all aspects of the development process, from
requirements, design, code, and test. We invite other
educators to contribute to ROSE and to use projects
found on ROSE in their own courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dickson:2008:ACI,
author = "Paul E. Dickson and W. Richards Adrion and Allen R.
Hanson",
title = "Automatic creation of indexed presentations from
classroom lectures",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "12--16",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384277",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This paper describes a system designed to
automatically capture classroom events as videos and
images. This content is delivered in several ways, most
commonly as indexed multimedia presentations but also
in real time as notes of classroom events. This content
creation system identifies when significant events
occur, e.g., material presented by computer and
projected on a screen or written on a standard
whiteboard, and saves these events as enhanced images.
In parallel with the whiteboard capture, a
digitally-zoomed video of the speaker is created. The
significant event images (from cameras and computers)
are used to create an index into the video and the
images, video and index are complied into a Flash
presentation. These presentations are used by on-campus
or distance students. The event images can also be
stored and exported to a Ubiquitous Presenter-style
server that provides students with real-time, in-class
access. The event images and video are recorded
transparently to the lecturer. The lecturer need not
make any modifications to teaching style or modality
(whiteboard, computer-based presentation, or a
combination). The primary focus of this paper is on
event image and video capture techniques. The lecture
capture system has great benefits for education and we
report some initial experience using it in support of
computer science curricula.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Repp:2008:QAL,
author = "Stephan Repp and Serge Linckels and Christoph Meinel",
title = "Question answering from lecture videos based on an
automatic semantic annotation",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "17--21",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384278",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "The number of digital lecture video recordings has
increased dramatically. The accessibility, usability
and the traceability of their content for students-use
is limited. Therefore retrieval of audiovisual lecture
recordings is a complex task. Speech recognition is
applied to create a tentative and deficient
transcription of the video recordings. The imperfect
transcription is sufficient to generate semantic
metadata serialized in an OWL file. A question
answering system based on the automatically generated
semantic annotations and a semantic search engine are
presented. The annotation process is discussed,
evaluated and compared to a perfectly annotated OWL
file and, further, to a corrected transcript of the
lecture.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brusilovsky:2008:OIE,
author = "Peter Brusilovsky and Sergey Sosnovsky and Danielle H.
Lee and Michael Yudelson and Vladimir Zadorozhny and
Xin Zhou",
title = "An open integrated {Exploratorium} for database
courses",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "22--26",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384280",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this paper, we present an open architecture that
combines different SQL learning tools in an integrated
Exploratorium for database courses. The integrated
Exploratorium provides a unique learning environment
that allows database students to take complimentary
advantages of multiple advanced learning tools.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goelman:2008:DNM,
author = "Don Goelman",
title = "Databases, non-majors and collaborative learning: a
ternary relationships",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "27--31",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384281",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In data modeling, a ternary relationship is sometimes
necessary to express semantics richer than the union of
the pairwise binary ones. So too, this paper describes
a ternary relationship among three ``entity types'' in
computer science education: databases as the subject,
non-computer science majors as the target population,
and collaborative learning as the pedagogical approach.
While there is extensive research and experience in
each binary link, the three-way investigation is new.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moreno:2008:UAD,
author = "Lourdes Moreno and Ana M. Iglesias and Elena Castro
and Paloma Martinez",
title = "Using accessible digital resources for teaching
database design: towards an inclusive distance learning
proposal",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "32--36",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384282",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This paper introduces a pilot experience in teaching
database using accessible digital resources in 3$^{er}$
course of Computer Science degree at Universidad Carlos
III de Madrid. A platform containing learning material
in different formats (video, audio, slides
presentation) has been designed allowing students
accessing resources as well as to be evaluated by means
of tests. Preliminary results show that 46.81\% of the
students have already interacted with the system and
97.12\% of the students passed the tests.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Norris:2008:CCQ,
author = "Cindy Norris and Frank Barry and James B. {Fenwick
Jr.} and Kathryn Reid and Josh Rountree",
title = "{ClockIt}: collecting quantitative data on how
beginning software developers really work",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "37--41",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384284",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "The Information Technology sector is suffering from a
dramatic reduction in the number of students studying
the field and subsequently entering the IT market. The
number of freshmen expressing ``interest in CS'' has
dramatically decreased since 2000 [16] and CS attrition
rates are very high (DUE 0633640). As part of an effort
funded by the National Science Foundation (DUE
0633640), this paper introduces the ClockIt toolset
that we believe can be used to help educators
understand and reduce the high attrition rates of CS 1
and CS 2 students. Using ClockIt, we can unobtrusively
monitor and log student software development activities
allowing us to determine what practices make a student
a successful software developer and what practices do
not.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goldwasser:2008:TOO,
author = "Michael H. Goldwasser and David Letscher",
title = "Teaching an object-oriented {CS1} -: with {Python}",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "42--46",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384285",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "There is an ongoing debate regarding the role of
object orientation in the introductory programming
sequence. While the pendulum swings to and fro between
the ``objects first'' and ``back to basics'' extremes,
there is general agreement that object-oriented
programming is central to modern software development
and therefore integral to a computer science
curriculum. Developing effective approaches to teach
these principles raises challenges that have been
exacerbated by the use of Java or C++ as the first
instructional language. In this paper, we recommend
Python as an excellent choice for teaching an
object-oriented CS1. Although often viewed as a
``scripting'' language, Python is a fully
object-oriented language with a consistent object model
and a rich set of built-in classes. Based upon our
experiences, we describe aspects of the language that
help support a balanced introduction to object
orientation in CS1. We also discuss the downstream
effects on our students' transition to Java and C++ in
subsequent courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Borstler:2008:EOE,
author = "J{\"u}rgen B{\"o}rstler and Henrik B. Christensen and
Jens Bennedsen and Marie Nordstr{\"o}m and Lena Kallin
Westin and Jan Erik Mostr{\"o}m and Michael E.
Caspersen",
title = "Evaluating {OO} example programs for {CS1}",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "47--52",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384286",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Example programs play an important role in learning to
program. They work as templates, guidelines, and
inspiration for learners when developing their own
programs. It is therefore important to provide learners
with high quality examples. In this paper, we discuss
properties of example programs that might affect the
teaching and learning of object-oriented programming.
Furthermore, we present an evaluation instrument for
example programs and report on initial experiences of
its application to a selection of examples from popular
introductory programming textbooks.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Armoni:2008:RTQ,
author = "Michal Armoni",
title = "Reductive thinking in a quantitative perspective: the
case of the algorithm course",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "53--57",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384288",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "The research described in this paper continues a
previous, qualitative (mostly interview-based) study
that examined the ways undergraduate computer science
students perceive, experience, and use reduction as a
problem-solving strategy. The current study examines
the same issue, but in the context of a larger
population, using quantitative analysis methods, and
focusing on algorithmic problems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{vanTonder:2008:JLD,
author = "Martin van Tonder and Kevin Naude and Charmain
Cilliers",
title = "{Jenuity}: a lightweight development environment for
intermediate level programming courses",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "58--62",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384289",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "The complexity and resource requirements of
professional IDEs mean that they are unsuitable for use
in intermediate level programming courses. Jenuity is
an efficient development environment for the Java
programming language. Efficiency is essential as
students often have outdated hardware unable to run
mainstream development environments. This is of
particular relevance in the context of a developing
country. Jenuity provides advanced features usually
associated with more resource intensive tools. It
provides a simple and intuitive interface, which is
well suited to intermediate level programming courses.
Jenuity has been used successfully in the teaching of
these courses at the authors' institution since 2004.
The requirements, development and optimisation of this
tool are discussed. Techniques used to optimise Jenuity
for low specification student hardware, some of which
are novel, are presented. Experiences using Jenuity in
a university environment are also reported. The
efficiency of Jenuity is also demonstrated by means of
a comparison to mainstream development environments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jenkins:2008:TCA,
author = "Marcelo Jenkins",
title = "Teaching computer aided software engineering at the
graduate level",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "63--67",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384290",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Although computer-aided software engineering (CASE) is
one of the most current and interesting subjects within
software engineering, relatively little has been
published on the issue of teaching CASE at the graduate
level. This paper reports a case study in teaching a
graduate-level course on CASE tools in a span of six
years. We explain the structure and contents of the
course, describe the work the students perform as their
term project, and summarize the outcome and lessons
learned in five course offerings. The issues discussed
in this paper might help educational institutions and
college professors in designing and implementing
software engineering courses at the graduate level.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Demaille:2008:STT,
author = "Akim Demaille and Roland Levillain and Beno{\^\i}t
Perrot",
title = "A set of tools to teach compiler construction",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "68--72",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384291",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Compiler construction is a widely used software
engineering exercise, but because most students will
not be compiler writers, care must be taken to make it
relevant in a core curriculum. Auxiliary tools, such as
generators and interpreters, often hinder the learning:
students have to fight tool idiosyncrasies, mysterious
errors, and other poorly educative issues. We introduce
a set of tools especially designed or improved for
compiler construction educative projects in C++. We
also provide suggestions about new approaches to
compiler construction. We draw guidelines from our
experience to make tools suitable for education
purposes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Denny:2008:SUP,
author = "Paul Denny and Andrew Luxton-Reilly and John Hamer",
title = "Student use of the {PeerWise} system",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "73--77",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384293",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "PeerWise is a web-based system that supports the
creation of student-generated test banks of multiple
choice questions. Students contribute question stems
and answers, provide explanations, answer questions
contributed by other students, rate questions for
difficulty and quality, and participate in on-line
discussions of all these activities. In 2007, the
system was used in four computing classes that varied
in level, instructors, and student reward. We present
results that show common patterns of response from
students, and outline some initial investigations into
the impact of the system on student performance. Our
main findings are: external motivators are needed only
for question generation; exam performance is correlated
with participation in on-line discussions; and, despite
student enthusiasm, drill-and-practice use does not
contribute to exam success.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Petkovic:2008:ACL,
author = "Dragutin Petkovic and Gary D. Thompson and Rainer
Todtenhoefer",
title = "Assessment and comparison of local and global {SW}
engineering practices in a classroom setting",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "78--82",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384294",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this paper we present assessment and comparison of
local and global software (SW) engineering practices
based on our software engineering (SE) class jointly
taught for the last there years between San Francisco
State University (SFSU) and the University of Applied
Sciences, Fulda University, Germany. We define global
SE practices as those used when the team members are
for the most part distributed in terms of location and
time, and hence do not meet regularly in person. While
global SE practices have become a significant mode of
SW development, surprisingly little formal measurements
and comparisons have been done to understand it and
compare it with traditional (local) SE practices.
Moreover, the challenge remains as to how to
effectively prepare students and employees for this
environment. The key contribution of this paper is an
attempt to objectively compare differences between
local and global SW engineering practices from the
developers' perspective, using measurements from our
SFSU/Fulda SW engineering class as a simulation of a
real-world environment. We also propose practical SE
teamwork assessment methods based on our comparison
measurements. In analyzing the differences between
local and global SE practices we measure and analyze
the following five main factors: quality of final
delivery (including development of milestone
documentation), progress impediment factors, expended
effort, level of collaborative activity and teamwork
problems. One of the surprising findings is that in
today environment the differences between local and
global SE practices are blurring, since local groups
have to employ many practices of global groups, e.g.,
are teams of diverse cultures who seldom meet each
other in person. We also confirm that global groups
spend significantly more effort in producing comparable
deliverables.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bloomfield:2008:TBP,
author = "Aaron Bloomfield and James F. Groves",
title = "A tablet-based paper exam grading system",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "83--87",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384295",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "We present the design and implementation of a system
which allows a standard paper-based exam to be graded
via tablet computers. The paper exam is given normally
in a course, with a specialized footer that allows for
automated recognition of each exam page. The exam pages
are then scanned in via a high-speed scanner, graded by
one or more people using tablet computers, and returned
electronically to the students. The system provides
many advantages over regular paper-based exam grading,
and boasts a faster grading experience than traditional
grading methods.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fuller:2008:ASP,
author = "Ursula Fuller and Bob Keim",
title = "Assessing students' practice of professional values",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "88--92",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384296",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This paper challenges the traditional approach to
assessment in computing courses that restricts it to
the cognitive domain and does not seek to measure
attitudes and values. It identifies the role of
professional values in the computing curriculum and
presents examples of assessment related to some
important professional characteristics. It then
explores how assessment in the affective domain can
help to improve our students' acquisition of
professional values and constructive alignment between
learning outcomes and assessment tasks. Finally, it
considers the ethical issues raised by the assessment
of values.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Esponda:2008:EVF,
author = "Margarita Esponda",
title = "Electronic voting on-the-fly with mobile devices",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "93--97",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384298",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This paper describes a system for electronic voting in
the classroom based on mobile devices. There is no need
for special hardware. Cellular telephones or iPods with
access to the Internet can be used for electronic
polling. The system is so flexible, that the questions
can be handwritten on the blackboard, on the spot, then
generating automatically a web address which can be
accessed with the voting device. Electronic voting can
be started spontaneously without tedious preparations.
This approach can be seamlessly integrated in E-Chalk,
our electronic classroom software.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Diaz-Agudo:2008:HTS,
author = "Bel{\'e}n Diaz-Agudo and Guillermo Jim{\'e}nez-Diaz
and Juan A. Recio-Garcia",
title = "How to teach {Semantic Web}?: a project-based
approach",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "98--102",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384299",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "The goals, technologies and problems related to the
Semantic Web are well known for research purposes. Due
to its extent, the inclusion of the concepts that
concern to the Semantic Web in Computer Science courses
is not easy. In this paper we detail our experience on
a project-oriented approach to learn and to put into
practice the main problems, concepts and technologies
related to the Semantic Web. The project domain focuses
on semantic mark up and retrieval of pictures, and the
comparison between syntactical and semantic retrieval
methods.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cross:2008:EAV,
author = "James H. {Cross II} and T. Dean Hendrix and David A.
Umphress and Larry A. Barowski",
title = "Exploring accessibility and visibility relationships
in {Java}",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "103--108",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384300",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Inheritance and polymorphism are important OOP topics
in CS1 and CS2. While these concepts are generally
straightforward, there are subtleties that may leave
students confused. For example, accessibility of a
field in an object is generally determined by the
declaring type and access modifiers of the field, and
the context in the executing program from which the
field is referenced. The dynamic object viewers in
jGRASP have been expanded to allow the user to: (1)
change the declared type of the object reference to any
compatible type and (2) change the accessibility
context of the object reference. These options enable
the user to explore accessibility and visibility
relationships by experimenting with any object on the
workbench or in the debugger. Symbols, color, and text
are used in the viewer to indicate inheritance
relationships, accessibility, and visibility of fields
and methods. Initial classroom use has demonstrated the
potential for these new viewer features as an aid to
students who are learning about inheritance and
polymorphism.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Matzko:2008:GBA,
author = "Sarah Matzko and Timothy A. Davis",
title = "A graphics-based approach to data structures",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "109--113",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384302",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "The $ \tau \acute {\epsilon } \chi \nu \eta $ project
was designed to educate students in undergraduate
computer science courses through the study of and
solution to large-scale problems in computer graphics.
Our ultimate aim is that this approach would be applied
to all computer science courses in the B.A. curriculum.
In the first years of this project, we have been
working on the foundational sequence, which includes
CS1, CS2, and CS3 (data structures and advanced
programming). For this last course, which also includes
the study of algorithms in our curriculum, we present
an approach to teaching data structure concepts using
advanced graphics algorithms. The results thus far have
been promising, and we are continuing to evaluate and
enhance the approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thornton:2008:DTE,
author = "Matthew Thornton and Stephen H. Edwards",
title = "A data type to exploit online data sources",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "114--118",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384303",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Recent work in developing student assignments has
involved making use of online data resources to make
them more interesting and to give students real world
information to interact with in some manner. While
definitely a practical approach, the work that has been
done so far is either for ``CS0'' courses targeted at
non-majors, often using tools like Microsoft Excel, or
courses that require a level of skill at programming
from the students. Additionally, existing tools are
specific to a particular structure of the data (CSV,
XML, and others). As a result, these constraints make
on-line real-world data sets difficult to use in
typical introductory programming courses for majors.
Objects-first approaches to teaching introductory
programming advocate the use of objects early on.
Consequently, students are able to take advantage of
using data types early on. We have created an interface
that allows students to access real-world data sets
from online (or local) sources in a uniform fashion.
This abstraction allows students with minimal
programming experience to load, process, and manipulate
external data sets in a variety of formats. We also
developed a lab assignment where students accessed an
online CSV data source to demonstrate feasibility and
to gain experience with classroom use of this
approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fekete:2008:TSD,
author = "Alan D. Fekete",
title = "Teaching students to develop thread-safe {Java}
classes",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "119--123",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384304",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Concurrent programming was once the preserve of
experts writing systems internals; but recently the
growing importance of application servers, and the
excellent support in Java and C\# for thread handling,
has brought threads and locking as topics that every
software developer might experience, and therefore
every computer science graduate ought to know. In this
paper we report on several years of experience teaching
this material in the early years of the curriculum. We
focus on one aspect of multi-threaded code, namely how
to write sensible thread-safe classes. We identify the
learning outcomes we aim to deliver, and we discuss the
main pedagogic difficulties students find. We present
some examples that can help students avoid common
erroneous views.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kollanus:2008:TDD,
author = "Sami Kollanus and Ville Isom{\"o}tt{\"o}nen",
title = "Test-driven development in education: experiences with
critical viewpoints",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "124--127",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384306",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Test-Driven Development (TDD) was applied in
educational setting right after it became well-known as
a key practice of Extreme Programming (XP). Basically,
there are many studies reporting positive experiences
on TDD applied in different levels of a curriculum. In
this paper, we discuss the role of TDD in education
through the students' experiences. In our experiment, a
challenging programming task was applied in order to
see what kind of difficulties the students would
encounter and discuss. The students' answers revealed
several topics that require a careful treatment in
teaching to avoid conceptual confusion. For example,
the topics include the scalability of TDD, extent of
single test, and discipline.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sierra:2008:ESA,
author = "Jos{\'e}-Luis Sierra and Ana M.
Fern{\'a}ndez-Pampillon and Alfredo
Fern{\'a}ndez-Valmayor",
title = "An environment for supporting active learning in
courses on language processing",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "128--132",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384307",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "PAG (Prototyping with Attribute Grammars) is an
environment that promotes active learning in courses on
language processing (e.g., compiler construction and
computational linguistics). In PAG, learners can
specify the syntax and the semantics of their languages
with attribute grammars. Then, the environment
generates prototypes of processors for the languages
specified which learners can test with different
inputs. For each valid input the prototypes produce one
or more decorated syntax trees, which learners can
navigate using the semantic equations in the original
grammar. In this paper we describe the environment and
we report its educational uses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ross:2008:HHA,
author = "Rockford J. Ross",
title = "{Hypertextbooks} and a {Hypertextbook} authoring
environment",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "133--137",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384308",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "An ITiCSE 2006 working group explored the prospect of
deploying educational visualizations (e.g., algorithm
visualizations) in hypertextbooks [10]. In this paper
we present our continuing work on a hypertextbook
project that demonstrates the viability of many of the
issues raised in that workshop. The project has two
thrusts: (1) the authoring of hypertextbooks for
specific academic subjects, and (2) the creation of an
authoring environment for prospective hypertextbook
authors. The status of both is discussed in detail. It
is anticipated that the success of the project as well
as access to the authoring environment will inspire the
creation of more active-learning hypertextbooks
covering many academic subjects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goldweber:2008:VEE,
author = "Michael Goldweber and Renzo Davoli",
title = "{VDE}: an emulation environment for supporting
computer networking courses",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "138--142",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384310",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Emulators have long been a valuable tool in teaching.
Particularly in the OS course, emulators have allowed
students to experiment meaningfully with different
machine architectures. Furthermore, many such tools run
in user-mode, allowing students to operate as system
administrators without the concomitant security risks.
Virtual Distributed Ethernet (VDE) is a system which
emulates, in user-mode, all aspects of an internet,
including switches, routers, communication lines, etc,
in a completely realistic manner, consistent with the
operation of such artifacts in the real world. VDE's
can be implemented on a single computer, spread over
several machines on the same LAN or scattered across
the Internet. A VDE can interoperate with both real
systems (via standard virtual interface/connectivity
tools) and several virtual machine environments,
support encryption, and actually run fast enough to
support real applications. Furthermore, a VDE can
interface/interoperate with real networks. VDN's have
proven highly effective in supporting both
undergraduate and graduate networking courses, and a
wide range of student experiments and projects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Aycock:2008:SIL,
author = "John Aycock and Heather Crawford and Rennie deGraaf",
title = "{Spamulator}: the {Internet} on a laptop",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "142--147",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384311",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "We have developed an Internet simulator --- the
``Spamulator'' --- for a course on spam and spyware, a
simulator that allows us to simulate the network
services provided by a million domains. The Spamulator
is lightweight in its resource usage, running on a
single computer, and we currently have implementations
for two different platforms. Students interact with the
Spamulator using unmodified client software, like web
browsers. Alternatively, students can write their own
software to use the simulated Internet using any
programming language, without contrived constraints or
special libraries. Furthermore, the Spamulator is
extensible, making it useful as a research tool. It
could easily be used for assignments on networking,
peer-to-peer networks, distributed systems, and its
lightweight nature allows large-scale experiments to be
conducted even by underequipped institutions. We
discuss the motivation, design, and implementation of
the Spamulator, and our experience with it in the spam
and spyware class.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adams:2008:BEV,
author = "Joel C. Adams and Joshua Hotrop",
title = "Building an economical {VR} system for {CS}
education",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "148--152",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384312",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "As an immersive, interactive $3$D environment, virtual
reality (VR) is a way to capture students' imaginations
and unleash their creativity. Such a system might be
used in Computer Graphics, Gaming, Simulation, and with
a suitable API, introductory courses. As such, it
offers an excellent means of attracting CS students in
a time of dwindling enrollments. However, the cost and
complexity of building a VR system has been prohibitive
until recently. This paper presents a fully immersive,
2-sensor, six degrees of freedom VR system we built for
less than \$4000.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Albin-Clark:2008:VCE,
author = "Adrian Albin-Clark",
title = "Virtual chat in an enquiry-based team project",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "153--157",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384314",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In an enquiry-based first year team project, students
are encouraged to develop their social skills through
both non-technical and technical activities which, over
the course of the year, increase in complexity, and
have higher demands in terms of interaction. During a
short period of tutor absence, two virtual chat
sessions were conducted to maintain continuity in the
tutorial programme. The interactions were analysed by
examining a chat log, which showed a work ethic similar
to that usually encountered in a traditional tutorial.
Potential uses of chat software are then considered for
other areas of this course unit.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boyer:2008:DED,
author = "Kristy Elizabeth Boyer and August A. Dwight and R.
Taylor Fondren and Mladen A. Vouk and James C. Lester",
title = "A development environment for distributed synchronous
collaborative programming",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "158--162",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384315",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "While collaborative approaches in the classroom have
been shown to be highly beneficial for students of
computer science, obstacles inherent in today's
academic environment often prevent collocated
collaborative approaches from being implemented. One
solution to the collocation problem may lie with tools
that facilitate distributed collaboration. This paper
presents R IPPLE (Remote Interactive Pair Programming
and Learning Environment), a development environment
for distributed synchronous collaborative programming.
RIPPLE is an open source software tool. Initial user
tests demonstrate positive responses from students, and
the potential for long term learning, motivation, and
retention benefits is significant. In addition to its
benefits for students, RIPPLE is a tool for computing
education researchers who wish to collect data on
collaborative programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fisker:2008:GWS,
author = "Kasper Fisker and Davin McCall and Michael K{\"o}lling
and Bruce Quig",
title = "Group work support for the {BlueJ IDE}",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "163--168",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384316",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Learning to work in teams is essential for every
software professional. Developing software as a team
project is the standard practice in industry, and
should be practiced in university courses. Starting
effective group work practices early can lead to better
acceptance of group work as a standard development
mode. Nonetheless, group work is often not included in
introductory programming courses. The reason is often
the necessary overhead associated with developing
software in groups. We present a design and
implementation of group work support tools integrated
into the educational BlueJ IDE, which remove much of
the tool overhead and make it easier to include group
work in introductory courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Levy:2008:PBC,
author = "Ronit Ben-Bassat Levy and Mordechai Ben-Ari",
title = "Perceived behavior control and its influence on the
adoption of software tools",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "169--173",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384318",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Animation systems-software tools that show a dynamic
view of the execution of a program-can help novices
improve their learning of programming and facilitate
teaching. However, the use of such visualization tools
is not as widespread as one would expect. This paper
presents the results of a study of the attitudes that
teachers possess on the use of the Jeliot animation
system as a pedagogical tool. The results show that in
spite of the fact that computer science teachers have
positive behavioral beliefs about the use of animation
systems in their classrooms, most of them feel a low
level of perceived behavior control, and this can
explain the low rate of using such tools in practice.
We conclude that developers and educators should give
attention to control issues relevant to the tools they
develop and use.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Furcy:2008:SSS,
author = "David Furcy and Thomas Naps and Jason Wentworth",
title = "Sorting out sorting: the sequel",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "174--178",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384319",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Ronald Baecker's Sorting Out Sorting (SOS) set the
stage for much of what has followed in the evolution of
algorithm visualization (AV). That period of evolution
has now spanned over a quarter century, and we have
learned much about how to effectively use AV. This
paper addresses how we can incorporate that knowledge
into a new rendition of SOS, which we call SOS --- The
Sequel. In this sequel we attempt to transform
Baecker's original video into a highly interactive
multimedia learning resource delivered over the Web
using Macromedia Flash. The paper describes the design
and use of this new resource and reports on a small
empirical study designed to measure its
effectiveness.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Curzon:2008:ECS,
author = "Paul Curzon and Peter W. McOwan",
title = "Engaging with computer science through magic shows",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "179--183",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384320",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "We describe our experiences illustrating core concepts
and enthusing children (age 11-17) about computer
science through magic shows. We outline links between
various tricks and computer science. The format of show
we have trialed is to present real magic tricks with an
underlying link to computer science. After each trick
the audience is challenged to work out how it works.
The mechanics are explained followed by the underlying
computer science. Feedback with Talented and Gifted
children has been exceptional. Informal feedback from
younger children of varying ability has also been very
positive.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2008:CDQ,
author = "Chris J. Martin and Janet M. Hughes",
title = "Cognitive dimensions questionnaire applied to
exploratory algorithm design",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "184--188",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384321",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In software engineering, the stage between problem
realization and implementation of a solution is not
well supported by technology. It is common to see work
being carried out on paper or whiteboards. This paper
documents a pilot study to identify some reasons as to
why paper and whiteboards are useful tools in early
exploratory design and exposes some questions about
where technology may fit in augmenting this stage of
software engineering. The cognitive dimensions
questionnaire was used to investigate notations and
devices used in exploratory algorithm design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bower:2008:ITC,
author = "Matt Bower",
title = "The ``instructed-teacher'': a computer science online
learning pedagogical pattern",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "189--193",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384323",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This paper describes a computer science specific
pedagogical pattern that has emerged from conducting a
three semester design-research project investigating
teaching computing online. The ``Instructed-Teacher''
pedagogical pattern distinguished itself as an
effective interactive strategy for eliciting and
developing students' mental models. The pattern is
presented and key observations regarding its
implementation are shared. The teaching and research
context is described in order to assist transferability
and inform validity.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Koppelman:2008:ESV,
author = "Herman Koppelman and Harald Vranken",
title = "Experiences with a synchronous virtual classroom in
distance education",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "194--198",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384324",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Modern technology offers the tools for having
synchronous virtual classes. This paper reports about
experiences of such a class in the context of distance
education. The paper focuses on the tool as well as on
the pedagogy. It outlines the pedagogical approach of
the virtual class, which is an adaptation of good
practices of face-to-face classes. The results of an
experiment are discussed. Strong and weak aspects of
synchronous virtual classes are identified.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Murphy:2008:DLA,
author = "Christian Murphy and Dan Phung and Gail Kaiser",
title = "A distance learning approach to teaching {eXtreme}
programming",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "199--203",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384325",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "As university-level distance learning programs become
more and more popular, and software engineering courses
incorporate eXtreme Programming (XP) into their
curricula, certain challenges arise when teaching XP to
students who are not physically co-located. In this
paper, we present the results of a three-year study of
such an online software engineering course targeted to
graduate students, and describe some of the specific
challenges faced, such as students' aversion to aspects
of XP and difficulties in scheduling. We discuss our
findings in terms of the course's educational
objectives, and present suggestions to other educators
who may face similar situations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pullen:2008:DAL,
author = "J. Mark Pullen and Jim X. Chen",
title = "Distributed application launching for high quality
graphics in synchronous distance education",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "204--208",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384326",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Previous ITiCSE papers have reported on Network
EducationWare (NEW), an open source software system
that supports synchronous and asynchronous distance
education easily and inexpensively via the Internet.
This paper reports on an innovative capability recently
added to NEW that enables simultaneous execution of
applications on all participating computers in both
Windows and Linux systems, and explains how we have
used this capability to teach a course in Computer
Graphics online. Teaching graphics in this way
previously was impossible because transmitting the
visual output of graphics programs in real time with
good quality is too demanding for normal Internet
connections. This problem was solved by using the NEW
application launcher to invoke Java classes, provided
by the instructor, on all student computers
simultaneously. The capability works with modest
Internet capacity and also is captured in recorded
sessions for asynchronous use. We explain how the NEW
capability works and describe its use in online
teaching of Computer Graphics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sheard:2008:GSA,
author = "Judy Sheard and Angela Carbone and Raymond Lister and
Beth Simon and Errol Thompson and Jacqueline L.
Whalley",
title = "Going {SOLO} to assess novice programmers",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "209--213",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384328",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This paper explores the programming knowledge of
novices using Biggs' SOLO taxonomy. It builds on
previous work of Lister et al. (2006) and addresses
some of the criticisms of that work. The research was
conducted by studying the exam scripts for 120
introductory programming students, in which three
specific questions were analyzed using the SOLO
taxonomy. The study reports the following four
findings: when the instruction to students used by
Lister et al. --- ``In plain English, explain what the
following segment of Java code does'' --- is replaced
with a less ambiguous instruction, many students still
provide multistructural responses; students are
relatively consistent in the SOLO level of their
answers; student responses on SOLO reading tasks
correlate positively with performance on writing tasks;
postgraduates students manifest a higher level of
thinking than undergraduates.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gotel:2008:TSQ,
author = "Olly Gotel and Christelle Scharff and Andrew
Wildenberg",
title = "Teaching software quality assurance by encouraging
student contributions to an open source {Web}-based
system for the assessment of programming assignments",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "214--218",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384329",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This paper presents a novel and innovative pedagogical
approach for teaching software quality assurance in the
undergraduate computer science curriculum. The approach
is based on students contributing programming problems
to an open source web-based system that is used for
student practice and instructor assessment of
assignments. WeBWorK, and some of the latest web-based
systems, use a mechanism based on unit testing to
account for variation in the way in which the same
problem can be answered in an accurate manner, making
such systems highly appealing for education. Tackling
open-ended programming problems within WeBWorK
therefore requires students to write a code fragment
that is then checked for semantic correctness. Given
that WeBWorK is open source, the teaching approach that
we have evolved revolves around students creating their
own problems for other students to practice with. This
requires students to construct comprehensive unit tests
that can assure both the usability and accuracy of
their work prior to deployment. The paper describes
this approach, gives examples of student work, presents
findings from the experience of using the approach in
the classroom, and discusses broader lessons and
reasons for integrating software quality assurance
practices into the computer science curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Amelung:2008:TGF,
author = "Mario Amelung and Peter Forbrig and Dietmar
R{\"o}sner",
title = "Towards generic and flexible {Web} services for
e-assessment",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "219--224",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384330",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In computer science education, lectures are typically
accompanied by exercise courses and/or lab practices
are essential for the learning effect since they
provide opportunities for students to apply their
theoretical knowledge to practical problems. The
automatic testing and assessment of assignments in a
Web-based environment offers students more learning
possibilities (e.g., time and location-independent)
with immediate feedback and helps teachers to reduce
their workload so they can concentrate on issues
regarding content and didactics. In this paper we
present a generic, flexible, and reusable Web-based
system architecture and its implementation for
automatic testing of programming assignments and
assignments in other formal systems. We also describe
our practical experience gathered with this approach in
computer science courses at two different
universities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Velazquez-Iturbide:2008:SAS,
author = "J. {\'A}ngel Vel{\'a}zquez-Iturbide and Antonio
P{\'e}rez-Carrasco and Jaime Urquiza-Fuentes",
title = "{SRec}: an animation system of recursion for algorithm
courses",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "225--229",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384332",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this paper we describe SRec, a system to animate
recursion in Java programs. It is intended to assist in
algorithm courses to better understand and analyze
algorithm behavior. We make several contributions.
Firstly, SRec exhibits a comprehensive set of animation
and educational features. It provides three
complementary, coordinated views of recursion: traces,
the execution stack and activation trees. SRec allows
the user constructing and modifying animations without
effort. The animation can be played flexibly, both
forward and backwards. It also provides facilities to
integrate animations into courses. Secondly, the paper
describes the educational features of the system and
its use in algorithm courses. Thirdly, the system has
been fully evaluated with respect to usability (using
formative and summative methods) and has been compared
to other systems reported in the literature. The
results of both evaluations are highly positive.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ernst:2008:CCP,
author = "Daniel J. Ernst and Daniel E. Stevenson",
title = "Concurrent {CS}: preparing students for a multicore
world",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "230--234",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384333",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Current trends in microprocessor design are
fundamentally changing the way that performance is
extracted from computer systems. The previous
programming model of sequential uniprocessor execution
is being replaced quickly with a need to write software
for tightly-coupled shared memory multiprocessor
systems. Academicians and business leaders have both
challenged programmers to update their skill sets to
effectively tackle software development for these newer
platforms [2]. At the University of Wisconsin --- Eau
Claire, we have taken steps early in our curriculum to
introduce our students to concurrent programming. Our
approach is not to add parallel programming as a
separate class, but to integrate concurrency concepts
into traditional material throughout a student's
coursework, beginning in CS1. Our goal is for students
to gain both familiarity and confidence in using
parallelism to their advantage. This paper describes
the programming process we seek to introduce to our
students and provides example assignments that
illustrate the ease of integrating this process into a
typical curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rubio-Sanchez:2008:GIM,
author = "Manuel Rubio-S{\'a}nchez and Jaime Urquiza-Fuentes and
Crist{\'o}bal Pareja-Flores",
title = "A gentle introduction to mutual recursion",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "235--239",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384334",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Recursion is an important topic in computer science
curricula. It is related to the acquisition of
competences regarding problem decomposition, functional
abstraction and the concept of induction. In comparison
with direct recursion, mutual recursion is considered
to be more complex. Consequently, it is generally
addressed superficially in CS1/2 programming courses
and textbooks. We show that, when a problem is
approached appropriately, not only can mutual recursion
be a powerful tool, but it can also be easy to
understand and fun. This paper provides several
intuitive and attractive algorithms that rely on mutual
recursion, and which have been designed to help
strengthen students' ability to decompose problems and
apply induction. Furthermore, we show that a solution
based on mutual recursion may be easier to design,
prove and comprehend than other solutions based on
direct recursion. We have evaluated the use of these
algorithms while teaching recursion concepts. Results
suggest that mutual recursion, in comparison with other
types of recursion, is not as hard as it seems when:
(1) determining the result of a (mathematical) function
call, and, most importantly, (2) designing algorithms
for solving simple problems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Catuogno:2008:IRG,
author = "Luigi Catuogno and Alfredo {De Santis}",
title = "An {Internet} role-game for the laboratory of network
security course",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "240--244",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384336",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Over the last few years, many universities and
educational institutions have introduced computer
security related courses to their degree programs. The
majority of these courses feature intensive laboratory
activity based on live experiments of attack and
defense techniques by means of team games organized as
``cyber-wars''. In this paper we argue that, although
it is a useful tool for teaching and learning these
techniques, the exercise paradigm does not cover all
the aspects of security relating to a real-world
scenario, with it not allowing students to experience
the realistic needs of maintaining network services. In
this paper we present the ``role-game of the Internet''
which was designed as part of the lab activity of our
Network Security Course. In our game, instead of
fighting against each other, student-teams had to
cooperate in order to accomplish a list of
business-like tasks over a simulation of the Internet
while preserving the security and availability of
featured network services.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Eagle:2008:WCT,
author = "Michael Eagle and Tiffany Barnes",
title = "{Wu}'s castle: teaching arrays and loops in a game",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "245--249",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384337",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "We are developing games to teach introductory computer
science concepts to increase student motivation and
engagement in learning to program. Wu's Castle is a
two-dimensional role playing game that teaches loops
and arrays in an interactive, visual way. In this game,
the player interactively programs magical creatures to
create armies of snowmen. The game provides immediate
feedback and helps students visualize the execution of
their code in a safe environment. We tested the game in
a CS1 course, where students could earn extra credit to
play Wu's Castle. Our results show learning gains for
game players, compared both through pre- and post-tests
differences and improved performance on relevant final
exam questions when compared to students who did not
play the game. The results of this study suggest that
Wu's Castle implements good practices for teaching
programming within a game.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Linhoff:2008:TGP,
author = "Joe Linhoff and Amber Settle",
title = "Teaching game programming using {XNA}",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "250--254",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384338",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "As educators work to expand the audience interested in
computer science, computer gaming programs have
blossomed at a variety of educational institutions.
Educators are coming to recognize that gaming is a
compelling way to motivate students to learn
challenging technical concepts such as programming,
software engineering, algorithms, and project
management. At the core of many gaming programs are
game development courses, which teach technical aspects
about software development in a motivating environment.
While many game development courses share a common
goal, the structure and goals of game development
courses can be quite diverse. We describe a game
development course that uses the XNA platform to allow
a heterogeneous group of students to gain experience in
all aspects of console game creation, an approach we
believe has some interesting pedagogical benefits.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Abad:2008:LTC,
author = "Cristina L. Abad",
title = "Learning through creating learning objects:
experiences with a class project in a distributed
systems course",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "255--259",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384340",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "An alternative to a final programming project in a
Distributed Systems course is presented. The
alternative project, which can easily be adapted to
several Computer Science courses, consists in assigning
different course topics to pairs of students, for them
to develop an interactive learning object to help their
classmates and future students of the class understand
the subject. The project was well received by the
students of the class, and their comments and survey
results suggest that their knowledge on the subject
improved both by using the learning objects of their
peers and by working in developing their own.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pedroni:2008:CMT,
author = "Michela Pedroni and Manuel Oriol and Bertrand Meyer
and Enrico Albonico and Lukas Angerer",
title = "Course management with {TrucStudio}",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "260--264",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384341",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Ever growing expectations from students, university
management and other stakeholders make course
preparation increasingly time-consuming. Setting up a
course from scratch requires producing many supporting
documents such as syllabi, schedules, and course web
sites listing the concepts being taught. This can be a
considerable effort, taking time away from tasks with a
more immediate pedagogical value, such as answering
student questions and refining the concepts themselves.
The TrucStudio course development framework supports a
systematic approach to these necessary but arduous
tasks. TrucStudio is organized like a modern
programming environment, but its elements of discourse,
rather than software modules, are units of knowledge
such as notions, Trucs and clusters. In addition to
course development, applications of TrucStudio include
checking sound coverage of topics and comparing courses
on an objective basis. This presentation focuses on two
novel features of TrucStudio: version management of
knowledge units and course information; and generation
of output documents in various formats from knowledge
units and other material managed by TrucStudio.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kurmas:2008:ISP,
author = "Zachary Kurmas",
title = "Improving student performance using automated testing
of simulated digital logic circuits",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "265--270",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384342",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "JLSCircuitTester helps automate the testing and
grading of circuits built using digital logic
simulators. With many simulators, the testing and
grading of circuits is tedious and time consuming
enough that students do not test their circuits
thoroughly. JLSCircuitTester addresses this problem by
simplifying the means by which users specify sets of
input and expected output values. In addition, it
automatically verifies that the circuit under test
produces the correct output. The projects submitted
during the pilot semester contained approximately half
as many errors as the previous semester's projects. The
automatic evaluation has also simplified the grading of
those projects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Murphy:2008:DFM,
author = "Laurie Murphy and Lynda Thomas",
title = "Dangers of a fixed mindset: implications of
self-theories research for computer science education",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "271--275",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384344",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Psychology studies have shown that students' beliefs
about their own intelligence--whether they view
intelligence as fixed or malleable-have an important
influence on student development and achievement. Yet
the impact of these theories on success in Computer
Science (CS) has not been directly investigated.
Self-theories research has shown that students with a
fixed mindset are more likely to exhibit a helpless
response to substantial challenges and to experience
decreases in self-esteem during college. Those with a
growth mindset welcome challenges, displaying a
mastery-oriented response, and maintaining self-esteem,
primarily because they attribute failure to a lack of
effort rather than a lack of intellectual ability. This
paper introduces self-theories research, and relates
this research to several issues in CS Education. We
then make suggestions for how CS educators can consider
self-theories in their teaching and research.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ragonis:2008:TMP,
author = "Noa Ragonis and Orit Hazzan",
title = "Tutoring model for promoting teaching skills of
computer science prospective teachers",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "276--280",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384345",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "One of the greatest challenges Computer Science (CS)
teachers face is that of guiding their pupils through
problem-solving processes, i.e., the process of
constructing a solution for a given problem as an
algorithm or a computer program. This paper suggests a
tutoring model, to be implemented by prospective CS
teachers, that aims at training them to accomplish this
challenge. The model is based on one-on-one tutoring
sessions, in which the prospective teacher meets a
novice undergraduate student taking an introductory CS
course and guides him or her through problem-solving
processes. The tutoring activity provides the
prospective CS teachers with an opportunity to
experience teaching situations, especially learners'
difficulties with respect to problem-solving processes,
and consequently, to improve their teaching skills. The
tutoring model was integrated into the Methods of
Teaching Computer Science course and was accompanied by
a qualitative research. The main research findings
indicate that the prospective CS teachers: (a) change
their perspective with respect to teaching processes;
(b) focus in their teaching on learners' difficulties;
(c) increase their awareness to problem-solving
processes and to the need to adapt different teaching
approaches for different learners; (d) become
reflective practitioners; and (e) increase their
confidence with respect to teaching processes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bower:2008:TTT,
author = "Matt Bower",
title = "A taxonomy of task types in computing",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "281--285",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384346",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Based on the systematic development of a curriculum
for our undergraduate computer science units, an
analysis of general education and CSE literature and
consultation with other computer science educators, a
taxonomy of task types in computing is proposed. These
task types are related to one another in a hierarchical
fashion based on their cognitive interdependencies. The
taxonomy can be applied by academics to guide the
development of curriculum that meets student process
based learning needs rather than just content needs,
the latter being the current norm.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Knobelsdorf:2008:CPC,
author = "Maria Knobelsdorf and Ralf Romeike",
title = "Creativity as a pathway to computer science",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "286--290",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384347",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "The study presented in this paper explores
characteristics of creativity and the question whether
creativity forms a possible pathway into the field of
Computer Science (CS). For this purpose, we analyze
computing experiences of students majoring in CS and
Bioinformatics. The study is part of two research
projects exploring creativity in CS Education and
students' pathways to CS.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kolikant:2008:CSE,
author = "YifatBen-David Kolikant",
title = "Computer-science education as a cultural encounter: a
socio-cultural framework for articulating learning
difficulties",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "291--295",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384349",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "We present a framework for articulating learning
difficulties in computer science (CS) based on the
socio-cultural theoretical idea that learning means
entering a culture. In school, teachers and students
participate in two cultures simultaneously: (1) school
and (2) the domain studied. CS students are members of
a third culture, computer users and thus, in CS
lessons, three cultural viewpoints are employed
simultaneously, which might recast students'
understanding of CS with ungenuine-CS elements. The
power of this framework was demonstrated in a
three-phase investigation into difficulties regarding
correctness using questionnaires. The first two phases
revealed how both school and the user's culture nurture
students' misconceptions of correctness, which
contribute to students' inadequate work habits. The
third phase exposed teachers' dual viewpoint on a
programming activity, which students can misinterpret
as agreement with their (mis)understanding of the
concept.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dorge:2008:WIT,
author = "Christina D{\"o}rge and Carsten Schulte",
title = "What are information technology's key
qualifications?",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "296--300",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384350",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "What kind of IT key qualifications do we have to teach
in order to lessen the digital divide between educated
and uneducated IT users, and to enable students who
live in an IT-rich world to gain insights into the
underlying science? In this paper we argue that key
qualifications, IT skills, and IT or media literacy can
not be reduced to the teaching of applicational
aspects, that is, to the functional characteristics of
the IT systems in question. Instead, IT key
qualifications consist in knowledge about the concepts
of computer science. Applying the concept of
educational lenses (described in previous papers) to a
course on IT key qualifications, we are able to obtain
a more focused approach towards a definition of IT
skills.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Giangrandi:2008:EGB,
author = "Paolo Giangrandi and Claudio Mirolo",
title = "Enhancing the general background of {CS} students
through a computing history course",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "301--305",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384351",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "The Italian Association of Automatic Computing (AICA)
promotes the introduction of academic courses on the
computing history. Also the University of Udine
participates in this project by offering an elective
course in the CS and IT programs. After the first two
years of this new experience, we attempt to outline
what is emerging from the analysis of the students'
answers to a couple of specifically designed
questionnaires and to the examination tests. A major
point of interest is that the course helps us to get
some insight on our students' general background and
attitude toward culture. In particular, the first
observations seem to indicate that they are rather
curious about the technological artifacts, but come
with a poor historical picture and then have difficulty
putting science and technology in a historical
perspective. Although our analysis reveals some
positive trends, it is not easy to assess the course
effectiveness in this respect because of the lack of
suitable benchmarks.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Plane:2008:CCB,
author = "Jandelyn D. Plane and Isabella Venter",
title = "Comparing capacity building frameworks for computer
science education in underdeveloped countries: an
{Asian} and {African} perspective",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "306--310",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384352",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this paper, programs for capacity building in
computer science education of developing countries are
being compared in terms of: the type of framework
implemented; its advantages and disadvantages; the
influence of societal issues and language on the
perceived success of the framework and finally how the
technology used for communication, influence the
success of the program. Since both researchers are
actively engaged in four of the projects, participative
observation is the preferred qualitative research
methodology used. We have found that: each framework
has different benefits; many of the challenges are
consistent across many less technologically developed
countries; and that improved communication technologies
make it easier to have alliances and support between
computer science departments at universities on
different continents. This paper is a report on
research currently in progress.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sheridan-Ross:2008:PTC,
author = "Jakki Sheridan-Ross and Andrea Gorra and Janet
Finlay",
title = "Practical tips for creating podcasts in higher
education",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "311--311",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384354",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Podcasts are of particular interest in order to
promote flexibility in teaching and learning. In this
note, we provide tips for creating podcasts with a
particular relevance for computing students, based on
our experience at Leeds Metropolitan University. A
number of trials have taken place within Innovation
North Faculty of Information and Technology including
the development of learning materials and support
mechanisms for academic staff wishing to develop new
(or adapt existing) resources to this new format. To
date, podcasts have been created to support the
teaching of motion capture, advanced video
technologies, and project-based work for computing
students. CETL ALiC (Active Learning in Computing) is
supporting the trials through the development of a
Podcast Solutions Pilot which has allowed us to
observe, support, develop and explore some of the
issues around using this type of technology in a
teaching and learning environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2008:PSI,
author = "Guido R{\"o}{\ss}ling",
title = "Providing a {Seminar++}: innovation seminars",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "312--312",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384355",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rubio-Sanchez:2008:IPE,
author = "Manuel Rubio-S{\'a}nchez",
title = "An introduction to problem equivalence with
combinatorics",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "313--313",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384356",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This paper proposes the use of several classes of
simple combinatorial problems that share the same
solution for teaching problem equivalence and
recursion. Our focus is on counting problems that
involve Fibonacci numbers. While these problems have
simple recursive solutions, we propose that --- for
teaching purposes --- they can also be solved by
finding other isomorphic problems for which the
solution is known.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Poplawski:2008:JPT,
author = "David A. Poplawski and Zachary Kurmas",
title = "{JLS}: a pedagogically targeted logic design and
simulation tool",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "314--314",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384357",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "JLS is a GUI-based digital logic simulation tool
specifically designed for use in a wide range of
digital logic and computer organization courses. It is
comparable in features and functionality to commercial
products, but includes many student and
instructor-friendly aspects not found in those products
such as state-machine and truth table editors,
extensive error checking, and multiple simulation
result views. Students quickly become proficient in its
use, enabling them to concentrate on circuit design and
debugging issues. The circuit drawing interface is
convenient enough to allow instructors to use it for
classroom presentations, and circuits can be modified
and tested so quickly that it promotes exploring
alternatives not prepared for in advance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Salter:2008:UDS,
author = "Richard M. Salter and John L. Donaldson",
title = "Using {DLSim} 3: a scalable, extensible, multi-level
logic simulator",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "315--315",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384358",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Students of Computer Organization should be able to
``learn by doing'' at all levels of computer design.
DLSim 3 is a multilevel simulation system that provides
a unified platform for studying system structure, from
low level combinational and sequential circuits,
through design of a complete CPU. Using DLSim 3,
students recognize the uniformity of system structure,
as well as the principles of abstraction that link the
various levels of design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Garcia-Osorio:2008:TPA,
author = "C{\'e}sar Garc{\'\i}a-Osorio and I{\~n}igo
Mediavilla-S{\'a}iz and Javier Jimeno-Visitaci{\'o}n
and Nicol{\'a}s Garc{\'\i}a-Pedrajas",
title = "Teaching push-down automata and {Turing} machines",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "316--316",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384359",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this paper we present the new version of a tool to
assist in teaching formal languages and automata
theory. In the previous version the tool provided
algorithms for regular expressions, finite automata and
context free grammars. The new version can simulate as
well push-down automata and Turing machines.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Garcia-Osorio:2008:TTL,
author = "C{\'e}sar Garc{\'\i}a-Osorio and Carlos
G{\'o}mez-Palacios and Nicol{\'a}s
Garc{\'\i}a-Pedrajas",
title = "A tool for teaching {LL} and {LR} parsing algorithms",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "317--317",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384360",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this paper we present a tool to assist in teaching
top-down and bottom-up analysis algorithms. The tool
provides simulation for the following analysis
algorithms: LL, SLR, LALR and LR. During the simulation
the student can simultaneously see the pending input,
the analysis stack and tables, the generated output and
the parse tree.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Deugo:2008:ETT,
author = "Dwight Deugo",
title = "{Eclipse} as a teaching tool",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "318--318",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384361",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this Demonstration session, I will show what to
teach students about Eclipse, while remaining in the
contexts of existing courses, such as CS1/CS2, in
higher-level courses such as Quality Assurance, and in
project courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Norte:2008:SGP,
author = "St{\'e}phane Norte and Fernando Lobo",
title = "A {Sudoku} game for people with motor impairments",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "319--319",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384362",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Educational games are a beneficial activity motivating
a large number of students in our society.
Unfortunately, disabled people have reduced
opportunities when using a computer game. We have
created a new Sudoku game for people whose motion is
impaired, called Sudoku Access. This special interface
allows the control of the game by voice and/or a single
switch. With this Sudoku puzzle we can help more people
to get involved in computer games and contribute to
develop logic thinking and concentration in students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Djordjevic:2008:JPM,
author = "Mirela Djordjevic",
title = "{Java} projects motivated by student interests",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "321--321",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384364",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "We present four Java projects suggested by our student
that were developed in Java CS1/CS2 course. What is in
interest of our students who start programming? The
answer might be different from the teachers or textbook
approach. The themes include games, drawing, colors,
measuring time, etc. Questions can be raised if we can
just monitor a process of studying by watching the
development of projects and simply making directions in
different ways, or can we as teachers learn what major
interests of our students are when learning to program.
We share our finding of interesting examples.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Deugo:2008:UEC,
author = "Dwight Deugo",
title = "Using {Eclipse} in the classroom",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "322--322",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384365",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this Tips \& Techniques session, I will describe
what to teach students about Eclipse, while remaining
in the contexts of existing courses, such as CS1/CS2,
in higher-level courses such as Quality Assurance, and
in project courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Perez:2008:CLO,
author = "Jorge E. P{\'e}rez and Javier Garc{\'\i}a Mart{\'\i}n
and Isabel Mu{\~n}oz Fern{\'a}ndez",
title = "Cooperative learning in operating systems laboratory",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "323--323",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384366",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this paper, we describe the use of cooperative
learning (with jigsaw) in lab sessions in an operating
systems course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{DiCerbo:2008:EMC,
author = "Francesco {Di Cerbo} and Gabriella Dodero and
Giancarlo Succi",
title = "Extending {Moodle} for collaborative learning",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "324--324",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384367",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this demo, we present novel features added to the
Moodle Learning Management System to achieve
collaborative learning",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Radenski:2008:DCS,
author = "Atanas Radenski",
title = "Digital {CS1} study pack based on {Moodle} and
{Python}",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "325--325",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384368",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "We believe that CS1 courses can be made more
attractive to students: by teaching a highly
interactive scripting language --- Python by using an
open source course management system --- such as Moodle
--- to make all course resources available in a
comprehensive digital study pack, and by offering
detailed self-guided online labs . We have used Moodle
[1] and Python [2] to develop a ``Python First''
digital study pack [3] which comprises a wealth of new,
original learning modules: extensive e-texts, detailed
self-guided labs, numerous sample programs, quizzes,
and slides. Our digital study pack pedagogy is
described in recent ITiCSE and SIGCSE papers [4, 5].
``Python First'' digital packs instances have already
been adopted by instructors at several universities.
This demonstration reveals instructor and student
perspectives to the ``Python First'' digital pack. In
particular, we demonstrate how instructors can use
standard Moodle functionality to customize and manage
digital packs. We also demonstrate several
Moodle-supported, Python-based self-guided labs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goldwasser:2008:PGP,
author = "Michael H. Goldwasser and David Letscher",
title = "A {Python} graphics package for the first day and
beyond",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "326--326",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384369",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "We demonstrate the use of a new Python graphics
package named cs1graphics, while discussing its impact
on pedagogy and showcasing the recent work of our
students. Our package was originally developed with two
goals in mind. First, we insisted that it be intuitive
enough that students can sit down and make use of it
from the very first day of an introductory class.
Second, we wanted to provide seamless support for
intermediate and advanced lessons as students progress.
The resulting package is freely available at
www.cs1graphics.org. We find its combination of
simplicity and functionality unmatched by existing
packages.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kolling:2008:GHG,
author = "Michael K{\"o}lling",
title = "{Greenfoot}: a highly graphical {IDE} for learning
object-oriented programming",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "327--327",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384370",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Greenfoot is an educational IDE that makes it easy to
write interactive graphical applications. It helps to
solve several problems in the teaching and learning of
object-oriented programming: It provides educational
tools that aid in understanding fundamental
object-oriented concepts, and it is highly motivational
through instant graphical feedback.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Edwards:2008:WCA,
author = "Stephen H. Edwards and Manuel A. Perez-Quinones",
title = "{Web-CAT}: automatically grading programming
assignments",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "328--328",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384371",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This demonstration introduces participants to using
Web-CAT, an open-source automated grading system.
Web-CAT is customizable and extensible, allowing it to
support a wide variety of programming languages and
assessment strategies. Web-CAT is most well-known as
the system that ``grades students on how well they test
their own code,'' with experimental evidence that it
offers greater learning benefits than more traditional
output-comparison grading. Participants will learn how
to set up courses, prepare reference tests, set up
assignments, and allow graders to manually grade for
design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Escribano:2008:DTJ,
author = "Carmen Escribano and Antonio Giraldo and Mar{\'\i}a
Asunci{\'o}n Sastre and Mario Trotta",
title = "Digital topology {Java} applet",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "329--329",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384372",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "We present here a java applet, accessible through the
World Wide Web, which allows to apply to a binary
digital image a series of topological algorithms for
image processing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassell:2008:FI,
author = "Lillian (Boots) Cassell",
title = "The future of {ITiCSE}",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "331--332",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384374",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Now that ITiCSE has reached its teenage years, it's
time to take a look at where we've been, where we are,
and where we'd like to go. The panelists will offer a
historical perspective of the conference, what makes it
stand out from other conferences, and give some ideas
of how they would like to see ITiCSE mature. Come hear
what they have to say, and there will be plenty of time
for the audience to offer their own suggestions of
where they would like to see ITiCSE go.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Young:2008:SSO,
author = "Alison Young and Arnold Pears and Pedro de Miguel
Anasagasti and Ralf Romeike and Michael Goldweber and
Michael Goldwasser and Vicki Almstrum",
title = "Scrambling for students: our graduates are sexier than
yours",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "333--334",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384375",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Teams representing the USA and Europe engage in a
battle of words and wits to establish ``once and for
all'' which educational system produces the superior
outcome. This ``no holds barred'' debate leaves no
stone unturned in a search for truth on this question,
providing a final answer to a controversy that has
plagued our community since the inception of computing
itself. Witness this historic moment in the history of
CS education first hand!",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Albin-Clark:2008:URP,
author = "Adrian Albin-Clark and T. R. Vishnu Arun Kumar",
title = "The use of role play to simulate a tethered swarm of
robots for urban search and rescue {(USAR)}",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "335--335",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384377",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "A role play activity, in which people become tethered
search robots, was trialled. The main constraint was
space on the science centre floor, which reduced the
effectiveness of the message.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Aitenbichler:2008:WOS,
author = "Erwin Aitenbichler and Guido R{\"o}{\ss}ling",
title = "{Webreg}: an online system for registration and grade
distribution",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "336--336",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384378",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Applin:2008:CRM,
author = "Anne G. Applin and Hilary J. Holz",
title = "Computing research methods multi-perspective digital
library: a call for participation",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "337--337",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384379",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "For the past three years, SIGCSE has sponsored a
design research project on teaching Computing Research
Methods (CRM) [4]. The initial phase of the work
included an ITiCSE working group that gathered a great
deal of literature on and about: computing research;
CRM; and teaching CRM [3]. During the literature
review, we discovered a number of similar current and
prior efforts, some of which had even met with limited
success within their discourse community. However,
because the CRM literature is divided across
publishers, indices, and discourse communities, none of
the earlier efforts established the common ground
necessary for meaningful dialog on curricular issues
(see section 1.1. of [1]) To establish that common
ground, we decided to foster a scholar-produced digital
resource to facilitate integrating teaching / learning
research methods across the computing curriculum [1].
Scholar-produced digital resources are digital
libraries that are produced by scholarly communities of
practice, rather than by external stakeholders such as
commercial publishers or libraries. These digital
libraries are rich interactive web locales that ``. . .
include aggregations of resources that support
research, such as field-based topic gateways and
bibliographies; products of original research such as
novel multimedia publications and handbook type web
publications, communication forums such as preprint
archives and pure e-journals; and research tools such
as non-proprietary software available via the web.''
[2] We started work on the CRM Multi-Perspective
Digital Library (CRM-MPDL) in early 2007. A second
ITiCSE working group [1] focused on the faculty
perspectives in CRM-MPDL. A SIGCSE special projects
grant funded student research assistants for CRM-MPDL.
As a consequence, students have become a very active
and vocal constituency in the project, and they have
made significant progress on a set of student design
and content elements for CRM-MPDL. To date, we have
developed an international participatory design
community [4]; conducted and published an extensive
literature review and glossary [3]; developed some
initial curricular materials [4]; and constructed a
prototype design for the faculty perspective in a
multiperspective digital resource to integrate teaching
research methods across the computing curriculum [1].
One of the goals of the project has been to build a
tool that is useful to faculty, students, industry,
administrators, and anyone else who is interested in
teaching or learning about CRM. A prototype of CRM-MPDL
is ready to be tested, interacted with, and critiqued.
The goal of this poster is to solicit participation
from the ITiCSE conference attendees. An international
audience is necessary for us to get the most
comprehensive feedback for the tool. We have a growing
set of content materials and a growing set of design
materials. A laptop will be available at the poster for
attendees to experience CRM-MPDL on site.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Choi:2008:DOC,
author = "Sook Kyoung Choi and Tim Bell and Soo Jin Jun and Won
Gyu Lee",
title = "Designing offline computer science activities for the
{Korean} elementary school curriculum",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "338--338",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384380",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "The rapid rate of the development of computer
technology raises the issue of how to reform Computer
Science education in elementary and middle schools. In
Korea the government has taken this issue seriously,
and the Ministry of Education \& Human Resources
Development has announced substantial revisions to its
computing curricula, leading to a new curriculum in
Informatics to be introduced for middle schools in
2010, and for high schools in 2011. There is a proposal
that the elementary school curriculum will be linked to
these, and with a stronger focus on not just learning
how to operate computers and software, but
understanding the methods and algorithms behind
Computer Science. Research on identifying effective
teaching methods for CS topics at the elementary level
is critical at the moment, as the content of the
developing curriculum will be influenced by information
about which topics are able to be taught effectively at
this level. We are particularly interested to establish
how these topics can be covered effectively without
having to reduce them to a comfortable re-working of
the status quo driven by a lack of background on
teaching these new topics. Hence it is important to
have experience with teaching such topics so that they
can be considered for widespread use in the curriculum.
As in most countries, Korean elementary school teachers
are generalists, and therefore the Informatics
curriculum needs to be presented in a way that a
generalist can engage with it, as well as engage their
students. One approach that avoids the difficulties and
distraction of computers in the elementary school
classroom is the use of offline activities: activities
that work with Computer Science concepts, but are not
done at the computer. These aim to educate students
about abstract and challenging concepts behind
algorithms, but without using a computer. It is our
belief that computer science fundamentals can be taught
without the help of computers; many key concepts
predate the modern computer, and many demonstrations
are available for a wide range of concepts. Currently
the existing work on offline activities is not directly
aimed at teaching CS to elementary-age children. Much
of the published work is aimed primarily at tertiary
level students, and is generally intended for motivated
students in a university classroom. Most of the
kinesthetic material developed for elementary school
material is aimed at enthusing students about CS; they
explicitly do not presume to teach ideas, but simply
inform students about the kind of thinking and problem
solving that is required for CS, and therefore make
students better informed about choosing a career in the
field. In particular, assessment is an important
component of teaching, and current resources are not
strong in this area. With the opportunity for CS topics
to be taught to students, we have experimented with
using kinesthetic approaches in the classroom. In
addition to needing to provide assessment, we have
identified that a particular issue is that elementary
level teachers are usually non-specialists, and we
report on work to enable such teachers to adopt CS
teaching material effectively. An important component
of this is providing background information about how
the topic is used in practice. The poster summarises
our experiences and feedback from teachers in making
this material accessible for elementary school
students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Burrell:2008:LOO,
author = "Christopher J. Burrell",
title = "Learning object oriented programming: unique
visualizations of individuals learning styles,
activities and the programs produced",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "339--339",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384381",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Constructing new knowledge when learning to program is
acknowledged as a difficult process. This poster
displays visual models constructed from pre-course
questionnaires and the activities and programs produced
by novices when taking the first steps in programming.
Case study and experimental methods were used to
develop these individualized, ``student learning
models'' in an attempt to identify and understand
individual differences. A micro-world environment was
developed to capture data associated with writing and
running programs. Visualizations derived display the
resulting learner models which can assist in
understanding the developing knowledge state of
individuals with the potential of providing a
contribution to tutorial support.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Caldeira:2008:TSC,
author = "Carlos Pampulim Caldeira",
title = "Teaching {SQL}: a case study",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "340--340",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384382",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this poster we describe a class experiment focused
on a different way of teaching SQL language.
Classically students are introduced to SQL programming
and start right way to write code lines. Based on my
teaching experience this is not the ideal methodology.
This poster presents a new approach for teaching SQL
programming in the context of a Portuguese University:
``in order to write first we have to be able to read''.
This case study --- although in its first steps ---
clearly recognizes the potential benefits of this
approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Caspersen:2008:WML,
author = "Michael Caspersen and Lillian Cassell and Gordon
Davies and Arnold Pears and Stephen Seidman and Heikki
Topi",
title = "What is {Masters} level education in informatics?",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "341--341",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384383",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Adoption of the Bologna Accord in the European Higher
Education Area (EHEA) represents a concerted move
towards harmonisation of educational outcomes in higher
education at the Bachelor, Masters and PhD levels. At a
time when European systems are undergoing significant
examination and modification, this project addresses
the need for greater understanding of the nature of
Masters level education in the Informatics disciplines
across Europe and the United States. The poster
presents the current findings of the project, and is
intended to prompt discussion about the content and
expected outcomes of such programmes world-wide.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Charlton:2008:EEW,
author = "Terence Charlton and Lindsay Marshall and Marie
Devlin",
title = "Evaluating the extent to which sociability and social
presence affects learning performance",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "342--342",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384384",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Active Learning in Computing (ALiC) is the first
Centre for Excellence in Teaching and Learning (CETL)
project for Computing Science in England. Funded by
HEFCE, the initiative seeks to prepare students for the
realities of working in their chosen field by aligning
their learning experiences and transferable skill sets
with those sought by today's software engineering
industry. One way ALiC achieves this is by introducing
cross-site, collaborative group-programming tasks into
the curriculum. Running over an academic year, this
approach encourages active interaction and dialogue
between student teams at Newcastle and Durham
universities, and develops strong, real-world problem
solving skills in participants. The ALiC project has
thus far generated a great deal of positive feedback
from undergraduates, and we feel our approach to
inter-institutional teamwork offers students a
realistic and relevant ``real world'' experience [2].
However, we are also becoming increasingly aware that
time and resource pressures can make it difficult for
students to maintain adequate levels of communication
for any length of time [4], and once a team disperses
it becomes difficult for its members to preserve the
channels needed to interact and collaborate
effectively. Consequently, an emerging area of research
at Newcastle University concerns how learning can be
enhanced through the use of computer-mediated social
networking environments --- online communities such as
Facebook, Friendster and Bebo --- through which
registered users connect with friends and colleagues to
explore similar interests and activities. In a
collaborative educational context, these online social
networking services offer an attractive means to foster
student interaction and community building by providing
a means to explore the common ground that exists
between participants. [1] To that end, we intend to
embed the communication and ``social awareness''
affordances --- profile creation, synchronous and
asynchronous chat, status updates, etc. --- of popular
social networking sites into our undergraduate,
cross-site software engineering projects [3]. Social
network analysis will be used to identify, map and
analyse the flow of information and resources between
distributed team members. The pedagogic motivation
behind this work is to foster greater group-oriented
interaction by filling the communication void that
often arises between face-to-face meetings [5]. By
reducing the geographic and temporal barriers to
interaction and community formation (especially where
'peripheral', passive team members are concerned), team
members will become increasingly aware of each others'
skills, personalities, work rhythms and needs --- both
online and off --- within a pre-existing, persistent,
convenient infrastructure.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chidanandan:2008:APB,
author = "Archana Chidanandan and Shannon Sexton",
title = "Adopting pen-based technology to facilitate active
learning in the classroom: is it right for you?",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "343--343",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384385",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this work, we identify factors that should be
examined when considering the adoption of
collaboration-facilitating software and hardware and
also determine what needs to be done to facilitate the
use of this technology in the classroom.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chinn:2008:WSS,
author = "Donald Chinn and Tammy VanDeGrift",
title = "What students say about gender in hiring software
professionals",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "344--344",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384386",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "We asked students to make hiring decisions for a
program manager and a software engineer for a
fictitious software company. In one population of
students, a pool of four candidates was provided. In
another population of students, the candidates differed
from the first in that the descriptions of two of the
candidates were represented by the opposite gender.
This poster provides evidence to help answer the
following research questions: (1) Does gender matter in
the rate of selection among candidates? and (2) Does
gender matter in how candidates are perceived? Through
analyzing students' work, we show that gender plays a
role: the female candidate is more popular and
assumptions and perceptions about candidates vary with
gender.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Connolly:2008:CMT,
author = "Randy W. Connolly",
title = "{{\em Complecto mutatio}}: teaching software design
best practices using multi-platform development",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "345--345",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384387",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Students can best understand the benefits of software
design principles when they have to work on a project
in which requirements change repeatedly in some
substantial way over the course of a semester. This
poster describes two different semester-long projects
in which substantial change was enforced upon the
students by making them develop a system that had to
work on three different user interface platforms
(text-based console, desktop Windows, and a mobile
Pocket PC). By making the students plan and adapt for
this change the students were better able to truly
appreciate the benefits of good design and were willing
to take the extra effort to implement a design that
reflects the principles taught in most object-oriented
design courses. One of the key principles engaged by
this approach was the importance of a layered
architecture to software projects driven by change.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dooley:2008:SDC,
author = "John F. Dooley",
title = "A software development course for {CC2001}: the third
time is charming",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "346--346",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384388",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this poster, we describe our experiences over the
past three years in developing and delivering a
compressed course in Software Development and
Professional Practice for our computer science major.
This course is one of the core courses in the CC2001
small department model and brings topics in software
engineering, design, code writing and reading, computer
ethics, and professional practice into the heart of the
major. The poster describes the course, the topics we
cover, how the course is delivered, what's worked and
not worked, and how it has evolved over the last three
years.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gray:2008:CBT,
author = "John Gray and Gill Harrison and Andrea Gorra and Jakki
Sheridan-Ross and Janet Finlay",
title = "A computer-based test to raise awareness of disability
issues",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "347--347",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384389",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "The purpose of this poster is to share our experience
of a staff development tool that has been developed to
raise awareness amongst staff about issues that
students with disabilities might face. A computer-based
test has been created as a training tool to raise
awareness among university academic staff of some
common experiences faced by people with visual,
mobility, hearing and cognitive difficulties when using
a computer [1]. The development team is based at Leeds
Metropolitan University and is part of a UK
centrally-funded ``Centre for Excellence in Teaching
and Learning'' (CETL) [2], in collaboration with the
Universities of Durham, Newcastle and Leeds. The Centre
is devoted to promoting ``Active Learning in
Computing'' (ALiC) [3] and is the only CETL within the
Computer Science academic area. This test simulates
experiences of disabled students who use computers and
take computer-based tests, and provides advice and
guidance to university teaching staff on how they may
best cater for the needs of such students. The poster
presents the reasons for creating such a tool in such a
format, its structure and content.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gunawardena:2008:MAR,
author = "Ananda Gunawardena and John Barr and Andrew Owens",
title = "A method for analyzing reading comprehension in
computer science courses",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "348--348",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384390",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Reading has traditionally been seen as an essential
component in learning, especially at the university
level. However, many instructors in higher education,
especially in technical courses, do not emphasize
reading or try to evaluate it. In this abstract we
present an automated system designed to measure and
improve reading comprehension and describe preliminary
results using the system.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Corbera:2008:DNM,
author = "Francisco Corbera and Eladio Guti{\'e}rrez and
Juli{\'a}n Ramos and Sergio Romero and Mar{\'\i}a A.
Trenas",
title = "Development of a new {MOODLE} module for a basic
course on computer architecture",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "349--349",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384391",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This work describes a new Moodle module, CTpractices,
developed to give support to the practical content of a
basic computer organization course. Within a
constructivist pedagogical approach Moodle (Modular
Object-Oriented Dynamic Learning Environment)[1], a
very popular Learning Management System (LMS), provides
a highly configurable web-based interface that includes
a wide range of activities which are, in general,
sufficient for a standard course. Nevertheless, when
dealing with specific subjects, some functional
features are missed, as it is the case when teaching a
basic course on computer architecture, an essential
topic in the computer science curricula. It involves
practical assignments consisting on the design and
simulation of elementary processors by means of CAD
tools making use of schematic or VHDL design entries.
Currently the University of Malaga is making an
increasing effort oriented to the successfull
implementation of the ECTS (European Credit Transfer
System) system. This involves changing the teaching
practices carried out traditionally [2], looking
towards the developing of assessment mechanisms in
order to increase the student?s active effort. In our
course, in order to better guide the students, teachers
should perform a functional evaluation using a
simulation tool to verify whether the students? designs
work or not according to the specifications. This is a
very time consuming task, becoming a common bottleneck
when looking for a continuous assessment of students.
One key element of the new CTpractices module is the
automatic checking and verification engine that keeps
information about the current state of students work,
supplying automatic assessment features and feedback to
the student. Teachers can modify the project
description and define different testing benches. The
module stores historical information concerning the
results of the different evaluations, extracting
statistics and metrics which are very useful when
determining the student workload in the context of the
ETS model. Additionally, this new module is oriented to
promote a collaborative teamwork allowing to define
student teams in a more operative way than built-in
moodle groups. Other basic aspects supported are
material repository, deadlines, hosting, etc. The new
module inherits a part of its functionality from a
specific LMS previously developed by the authors, that
has been in use from academic year 2004 [3], widely
proving its usefulness. It has been re-designed
according to the Moodle philosophy, making possible to
easily extend its application to other similar
subjects. The choice for Moodle is motivated by its
modular organization based on free software like PHP
and MySQL. From the developer point of view, this
allows to add new modules using well-known interfaces.
As Moodle is currently used by the Virtual Campus of
our university, this new module breaks the isolation of
the previous platform as refers to activities like
forums, messages or event signaling.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hawthorne:2008:CSI,
author = "Elizabeth K. Hawthorne and Karl J. Klee and Robert D.
Campbell and Anita M. Wright",
title = "Computer science and information technology
associate-level curricular guidelines",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "350--350",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384392",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This poster presentation will feature draft curriculum
guidelines recently developed by the Two-Year College
Education Committee (TYCEC), a standing committee of
the ACM Education Board. The TYCEC is charged with
developing and updating computing curricula guidelines
for associate-degree granting institutions worldwide.
To this end, the TYCEC is in the process of substantial
revisions of the associate-level curriculum guidelines
for transfer Computer Science degree programs and
career Information Technology degree programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hollingsworth:2008:TQW,
author = "Joseph E. Hollingsworth",
title = "Teaching query writing: an informed instruction
approach",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "351--351",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384393",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This paper is intended for those instructors asked to
teach an undergraduate introductory class on SQL query
writing, which is usually difficult for students to
learn. After reading Bruer's Schools for Thought [1],
we realized that we need to modify our approach so that
it uses informed instruction (instead of traditional
instruction) and since have noticed improvements in
student performance in SQL query writing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jackova:2008:LMI,
author = "Jana Jackov{\'a}",
title = "Learning for mastery in an introductory programming
course",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "352--352",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384394",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Teachers always look for new ways to make their
teaching more effective. ``The data show that mastery
learning programs have positive effects on student
achievement'' [1]. We introduce work in progress of an
educational research of teaching/learning (T/L)
effectiveness in case the Mastery Learning (ML)
approach is used in an introductory course of
programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kiesmueller:2008:HDG,
author = "Ulrich Kiesmueller and Torsten Brinda",
title = "How do 7th graders solve algorithmic problems?: a
tool-based analysis",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "353--353",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384395",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Informatics education, not only in higher but also in
secondary education, is often assisted by special
learning software to teach the fundamental ideas of
algorithms [2]. In this context pupils also learn the
basics of programming using didactically reduced,
text-based or visual programming languages. Therefore
in Germany, in some federal countries (for example
Bavaria), where the basics of algorithms are already
taught in the 7$^{th}$ grade (age 12 to 13 years),
age-based learning and programming environments, such
as Karel, the robot and Kara, the programmable ladybug
[1], are used. Although the design of these
environments is age-based, working with them to solve
algorithmic problems often causes problems in the
classroom. These tools give feedback to the learners
based on the analysis of a current solution attempt
without taking the previous problem solving process
into account. The system messages are often rather
technical and therefore hardly helpful especially for
weaker learners to enable them to correct arisen
problems by themselves. In order to give optimal
support to pupils in these situations and therefore
improve the learning processes, the learner-system
interaction of the used educational software
environments should be enhanced and better be adapted
to the learners? individual problem solving strategies.
The main objective of this research project is to find
out, to what extent the automated diagnosis of a
problem solving strategy of a learner is possible, and
to what extent this knowledge can be used to enhance
the learner-system interaction. Starting from the
advantages and disadvantages of standardized process
observation methods, two software-based research
instruments for the system supported diagnosis of the
individual proceedings, using the learning environment
Kara, were designed and implemented. With the first
component learner-system interactions are recorded, the
second one provides functions to analyse the collected
data. Using test-cases gives a first idea of the
quality of the solution attempts. The requirements for
the software components resulted from several test
scenarios with a small number of participants with
different qualification in computer science (from
novices to graduating computer science students).
During these tests each individual was observed by a
researcher and additionally interviewed afterwards. A
first version of the implemented instruments was tested
in case studies with more than 100 participants (12 to
13 years old) from Bavarian grammar schools to evaluate
the suitability for daily use. During the studies the
learners were asked to solve three given tasks in a
session of 45 minutes, provided by the Kara system,
individually (one pupil per computer), but
communication between the test persons was allowed. The
tasks required knowledge of the control structures
(sequence, selection, iteration). The results of these
studies indicate that it is possible to identify and to
evaluate different problem solving patterns with the
help of the developed instruments. To identify
different types of learners? strategies it is necessary
to combine the various kinds of visualizations of the
collected data. To support automatic categorization
pattern-recognition methods will be used. The collected
ordinal (test-case results) and nominal data can be
used for analyses of the correlation between different
factors (for example number of error messages or
program executions compared with the assessment of the
solution attempt) with methods of descriptive
statistics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kurkovsky:2008:FRI,
author = "Stan Kurkovsky",
title = "Four roles of instructor in software engineering
projects",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "354--354",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384396",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "As a practice-oriented discipline, Software
Engineering (SE) is most effectively taught by using a
variety of hands-on experiences. Team-based projects
where students can practice their technical and soft
skills are a key feature of many software engineering
courses aimed to prepare students for the realities of
industrial software development. Current research
indicates that projects offered in SE courses should
have a close connection to the real world, be large
scale and complex. On the one hand, students should be
able to relate to the requirements and understand them
without spending much time acquiring domain knowledge.
On the other hand, students should be exposed to
changing and evolving requirements, which is one of the
main challenges of real-world software projects.
Software projects should be large enough and have
enough features to engage all members of the student
team while enabling them to practice some degree of
specialization and experience the advantages and
challenges of teamwork. Software projects should be
rich enough to allow students practice all previously
acquired SE concepts, bring together knowledge from
other specialized CS disciplines, and apply a number of
modern tools and technologies. One of the most
effective ways to learn SE is to expose students to an
environment that resembles an industrial setting as
much as possible. As a part of an academic program, SE
courses can achieve this objective by offering students
a balanced combination of three components: teamwork
involving up-to-date technology grounded in a solid
theoretical foundation. Instructors in SE courses are
uniquely positioned to help maintain this balance by
simultaneously playing four roles described below. As a
customer who contracts a student team to implement a
particular project, the instructor may provide a verbal
or written description of the project. It is the
students? responsibility to conduct the requirements
elicitation interviews and to prepare formal
requirements specification for subsequent validation
with the customer and possible adjustment. The
instructor may act as a customer during the acceptance
testing throughout the project to make sure that the
team is on the right track at every iteration of the
project. The instructor acting as a customer can also
act as a proxy if the project has been offered by an
industrial partner, or some other department or
organization on campus. As an architect initially
specifying the overall structure of the solution, the
instructor can help students choose the right software
architecture. This is a very important choice that has
to be made early because it impacts the overall flow of
the project. Later architectural changes can be
extremely costly and can significantly jeopardize
meeting the deadlines. Most likely, students do not
have experience in making such architectural decisions
and, therefore, it is crucial for the instructor to
provide some guidance in this important process. As a
team manager concerned with risk management, the
instructor needs to pay attention that the team efforts
are not jeopardized due to a potential lack of
students? soft skills and that these skills are built
up as the project progresses. Although it is the
students? responsibility to create all artifacts
emerging from the project, the instructor can help the
team adhere to the schedule by providing feedback based
on the inspection of all produced artifacts. In this
respect, the roles of the team manager and the customer
may somewhat overlap because the same person will be
providing feedback to the team from the technical point
of view (artifact inspection), as well as from the
customer point of view (verification of product
implementation at each iteration). In addition to the
traditional role of giving lectures, the instructor
needs to be a mentor offering guidance to each team and
individual students addressing their specific needs and
answering questions unique to their projects and the
responsibilities in the context of the project.
Furthermore, the instructor is uniquely positioned to
advise individual students on how to resolve potential
conflicts within a team. Such an advice given at the
right time could make a difference between completing
the project on time and allowing interpersonal tensions
completely ruin any chance of collaboration between the
team members.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lauer:2008:RRE,
author = "Tobias Lauer",
title = "Reevaluating and refining the engagement taxonomy",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "355--355",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384397",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "We propose extensions to the engagement taxonomy,
based on a comparative review of several experiments
carried out within that framework to assess the
effectiveness of algorithm visualization.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Leach:2008:AAA,
author = "Ronald J. Leach",
title = "Analysis of {ABET} accreditation as a software
process",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "356--356",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384398",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "The ABET assessment process is highly complex and is
emphasizes the use of assessment to improve programs.
Since the process is complex, it has a considerable
overhead. This paper will present some models for
estimating the added overhead of such assessment. The
models can be used to help determine if any other
activities must be curtailed because of the increased
overhead of assessment. The models suggest which
categories of colleges and universities will be
affected most adversely by the overhead of the ABET
accreditation process.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barchino:2008:IAL,
author = "Roberto Barchino and Luis de Marcos and Jose M.
Gutierrez",
title = "An interoperable assessment language proposal",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "357--357",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384399",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "The activities related to the assessment process are
essential in any learning action. We propose an
XML-based language for the design of an assessment
plan. The main purpose of this language is to make the
assessment design interoperable among systems in a
simple and efficient way. An adequate implementation
will also reduce the time required to configure
assessment activities, simplifying and automating
them.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{deMarcos:2008:MCS,
author = "Luis de Marcos and Roberto Barchino and
Jos{\'e}-Antonio Guti{\'e}rrez and Juan-Manuel de Blas
and Jos{\'e}-Ram{\'o}n Hilera and Salvador Oton",
title = "A multidisciplinary computer science master program",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "358--358",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384400",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This paper presents the University of Alcal{\'a}
attempt to join computer science and information
engineering with other fields (business, law, pedagogy,
nursery and humanities) in a Master's Program. The main
objective of this approach is to attract graduate
students to computer science offering them an
alternative way to join its own knowledge and
competencies with those in computing skills which are
closely related.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reyes:2008:GDJ,
author = "Miguel Reyes and {\'A}gueda Mata",
title = "Games developed in {Java} for teaching ``Combinatorial
Game Theory''",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "359--359",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384401",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this poster we develop some games in java, and we
give the mathematical theory necessary to obtain an
optimal strategy to play. This games are ``Scoring
Cards'', ``Wythoff'', and ``Twins''; they frame within
the course about ``Combinatorial Game Theory'', in
which we applied a new method of learning, motivating
to the student to make a work on the one hand
cooperative, and by another competitive one. They will
have to develop different strategies in games and they
will try to win to each other.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Metrolho:2008:BPO,
author = "Jos{\'e} Carlos Metrolho and M{\'o}nica Isabel
Teixeira Costa",
title = "Branches of professional organizations a way to enrich
student's scientific and personal skills",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "360--360",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384402",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This paper focus on our experience as student branch
counselors regarding the strong benefit of student's
branch activities to the student skills. These skills
are not only from the scientific point of view but also
from the reinforcement of the contacts network and
personal development to face working teams and the
labor market. The maintenance of a student branch, with
the new reality after the Bologna treaty
implementation, is not an easy task. This requires a
strong activity also from the teacher's staff to keep
alive this important component of the graduation cycle
during graduation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moreno:2008:PAA,
author = "Andr{\'e}s Moreno",
title = "Program animation activities in {Moodle}",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "361--361",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384403",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This poster introduces a Moodle module oriented to
include program animation activities using Jeliot 3. By
installing it, teachers can easily define animation
activities that students are requested to complete
within the moodle environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Paterson:2008:DLT,
author = "James H. Paterson and John Haddow and Ka Fai Cheng",
title = "Drawing the line: teaching the semantics of binary
class associations",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "362--362",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384404",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This poster presents the use of a customizable code
pattern tool to provide support for teaching of binary
class associations in object-oriented design and
programming based on recent research on the semantics
of associations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2008:WOP,
author = "Guido R{\"o}{\ss}ling and Sebastian Hartte",
title = "{WebTasks}: online programming exercises made easy",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "363--363",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384405",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Providing appropriate programming tasks for beginning
students of CS is challenging --- and is further
complicated by the need to provide meaningful feedback
to solutions. We present the WebTasks system, a
web-based platform for submitting, testing, and
discussing student solutions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Romero:2008:TDC,
author = "Miguel Romero and Aurora Vizca{\'\i}no and Mario
Piattini",
title = "Toward a definition of the competences for global
requirements elicitation",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "364--364",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384406",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this paper we summarize a study to define the
competencies that a GSD engineer should have in order
to face the problems of working with people of
different customs and using technology to
communicate.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sanders:2008:SPP,
author = "Ian D. Sanders and Sasha Langford",
title = "Students' perceptions of {Python} as a first
programming language at {Wits}",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "365--365",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384407",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "The first year curriculum at the University of the
Witwatersrand (Wits) is a breadth-first curriculum
where students are introduced to a variety of topics in
Computer Science (see Sanders and Mueller [5] for
details). As part of the course the students are
expected to come to terms with a number of basic
algorithms and data structures which they are required
to implement. When the curriculum was designed we chose
Scheme as the implementation language. One reason for
doing so was because the main entrance requirement for
our course is a solid mathematics background as
evidenced by good marks at school level. Our students
thus have a good understanding of functions and we felt
that Scheme?s functional style would make it accessible
to all of our students. Another reason for choosing
Scheme was because it is a language which would be new
to all of our students. Scheme was well received by
those students who had never programmed before and
proved to be a good language for meeting our teaching
objectives but there was resistance to the language
from the students who could already program as they
considered it a waste of time to learn a language which
was not (as they believed) used in the real world [3].
In addition, the use of Scheme did not really reduce
the performance gap between the students with and
without prior programming experience [2]. Python has
been found to be a good first language for both
experienced and inexperienced users [4] and its simple
syntax and support of different programming paradigms
seemed to make it an attractive option for our first
year course. We believed that using Python would still
allow us to meet our educational objectives ? it would
be easily accessible to those students who had never
programmed before and would support our approach of
formulating algorithms Python has been found to be a
good first language for both experienced and
inexperienced users [4] and its simple syntax and
support of different programming paradigms seemed to
make it an attractive option for our first year course.
We believed that using Python would still allow us to
meet our educational objectives ? it would be easily
accessible to those students who had never programmed
before and would support our approach of formulating
algorithms In late 2007 we did a survey to assess the
first year students? impressions of Python. The
students were asked to indicate agreement, disagreement
or neutrality to a number of questions about the use of
Python. 55 students completed the survey ? 27 of these
had no prior programming experience and 28 had
programmed before. The Wilcoxon signed rank test was
used to test the hypotheses that both groups believed
that Python was a good first year language. The results
show strong evidence that the students feel that Python
is a suitable language. There are. however, still some
students with prior programming experience who are
resistant to new languages.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Escribano:2008:MPF,
author = "Carmen Escribano and Antonio Giraldo and {\'A}gueda
Mata and Mar{\'\i}a Asunci{\'o}n Sastre",
title = "Multidisciplinary projects for first year engineering
courses",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "366--366",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384408",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this work we will expose some proposals directed to
the development of horizontal skills in the first year
courses of Mathematics for Computer Science, with the
purpose of stimulating the curiosity and the interest
of the students by means of collaborative work. Our
experience is based on the planning of
multidisciplinary activities following projects based
learning (PBL) pedagogies, included in the joint
educational planning of the mathematics courses in
first year of Computer Science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Schlueter:2008:CDC,
author = "Kirsten Schlueter and Torsten Brinda",
title = "Characteristics and dimensions of a competence model
of theoretical computer science in secondary
education",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "367--367",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384409",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "Guiding theme of the ongoing reformation movement of
the education system in Germany catalyzed by the OECD
Programme for International Student Assessment is
standardization. Educational standards are developed
for all grades of school up to university level with a
focus on the core subjects, reading, mathematics and
scientific literacy [1]. Starting basis for the
elaboration of standards are competence models, where
competence is conceived according to Weinert [2] as ``a
roughly specialized system of abilities, proficiencies,
or individual dispositions to learn something
successfully, to do something successfully, or to reach
a specific goal.'' As for computer science education,
most of the existing approaches to competence models
are of pragmatical nature, based on years of teaching
experience. Although plausible and well thought out
most of these models neither are concerted nor
verified. This research work introduces a methodology
of constructing a competence model from exercise
characteristics by means of empirical statistical
analysis. Exemplified by theoretical computer science
in secondary education, it is exposed how hypotheses on
the dimensional structure of a competence model are
theoretically founded and empirically verified. The
proceeding roughly breaks down into five steps. First
step is the identification and classification of the
characterizing attributes of task difficulty.
``Characteristics'' may be the closeness to the
student?s realm of experience, the level of abstraction
or complexity of the content, the level of
formalization or redundancy of the task setting, or the
level of cognitive process. Second step is the
generation of hypotheses on the dimensional structure
of a competence model, based on classification of the
characteristics. For this purpose, the attributes are
bundled to theoretically homogeneous groups according
to criteria like ``concerning the task setting, the
curricular content or the learner activity''. It is
postulated that each competence dimension is composed
of one group of characteristics, just as spectral
colors are combined from primary colors. Step three is
the implementation of an empirical study to gather
empirical data on students? abilities along the
characteristics. Step four is a statistical data
analysis in order to verify the dimensional structure.
Factor analysis appears to be an appropriate
statistical technique for analyzing the correlations
between the characteristics and bundle them to a small
number of underlying dimensions, called factors. Since
a factor shows, e.g., large correlation with the
characteristic level of formalization and medium
correlation with the characteristic redundancy of the
task setting, it may be interpreted as their common
factor, describing the portion of task difficulty
emerging from the task setting. As step five it is
proposed to cluster the competence profiles, referring
to the factors. Typical competence profiles resulting
from cluster analysis may be expressed in terms of
characteristics to provide an individual competence
diagnosis that is both meaningful and comprehensible.
The following two examples are profiles of minimum and
maximum competence level, to be fulfilled by every
student (a) and to be attained only by high performing
students (b) respectively: (a) The learners model a
course of action close to their realm of experience
(e.g., traffic lights) by using automata. If textually
specified, algorithms are recalled and properly
applied. (b) The learners model a problem beyond their
experience (e.g., syntax check of arithmetic
expressions) by using automata. Even if formally
specified, problems are analyzed and appropriate
algorithms are created.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Repp:2008:MSG,
author = "Stephan Repp and Christoph Meinel and Sevil
Yakhyayeva",
title = "Motivation of the students in game development
projects",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "368--368",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384410",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ji:2008:EDP,
author = "Jeong-Hoon Ji and Gyun Woo and Hwan-Gue Cho",
title = "An experience of detecting plagiarized source codes in
competitive programming contests",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "369--369",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384411",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Denegri:2008:TTI,
author = "Ezequiel Denegri and Guillermo Frontera and Antonio
Gavilanes and Pedro J. Mart{\'\i}n",
title = "A tool for teaching interactions between design
patterns",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "371--371",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384413",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "We describe the Patterns+UML tool that has been
designed to help students of a first year
object-oriented programming (OOP) course to apply
design patterns to UML class diagrams, to analyze the
code generated after their application, and especially
to learn how different design patterns interact each
other when they share some classes that play a
different role in each pattern.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hoo:2008:SOM,
author = "Jason T. Soo Hoo",
title = "Self-organized maps in scientific data analysis",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "372--372",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384414",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "The Thermal Ion Dynamics Experiment (TIDE)
investigates low energy (0 --- 500 eV) plasma in the
Earth's magnetosphere, especially in the polar regions.
It is part of NASA's larger POLAR mission. Shortly
after the POLAR spacecraft was in orbit, TIDE's mass
spectrometer functionality failed. However, data from
other instruments can be used to create energy vs. time
spectrograms. The number of peaks in these spectrograms
relates to the composition of the plasma, so
determining the number of peaks in the spectrogram
effectively regains the mass spectrometer
functionality. Kohonen self-organized maps (SOMs,) a
type of neural network, are particularly suited to this
problem due to the amount of data that needs to be
analyzed and the algorithm's ability to find patterns
within data. The algorithm leads to clustering of
similar data points on the map. Ultimately, the
location of the input data point on the map allows for
determination of how many peaks the data point
contains, and thus the composition of the plasma at
that time. The SOM correctly classified 99\% of the
input data, making it a viable solution to the problem.
Further research is planned, namely the possibility of
extending this concept to investigate energetic neural
atom (ENA) images in order to determine the source of
these atoms.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{deMarcos:2008:EAC,
author = "Luis de Marcos and Roberto Barchino and
Jos{\'e}-Javier Martinez",
title = "Evolutionary approaches for curriculum sequencing",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "373--373",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384415",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "The process of creating e-learning courseware using
reusable learning objects (LOs) can be broken down in
two sub-processes: LOs finding and LO sequencing.
Sequencing is usually performed by instructors, who
create courses targeting generic profiles rather than
personalized materials. This paper proposes an
evolutionary approach to automate this latter problem
while, simultaneously, encourages reusability and
interoperability by promoting standards employment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Saravanos:2008:PBC,
author = "Antonios Saravanos",
title = "Potential benefits of corrected-errors in {AVBL}",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "374--374",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384416",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "This paper proposes the examination of the potential
role that corrected-errors can play in asynchronous
online video-based learning of troubleshooting
education within the context of computer programming
language pedagogy.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Shaban-Nejad:2008:WBD,
author = "Arash Shaban-Nejad and Volker Haarslev",
title = "{Web}-based dynamic learning through lexical chaining:
a step forward towards knowledge-driven education",
journal = j-SIGCSE,
volume = "40",
number = "3",
pages = "375--375",
month = sep,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1597849.1384417",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:14 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '08.",
abstract = "In this paper we report on our experience using a
linguistic technique, called lexical chaining, in
assisting the dynamic hierarchical learning of
sequentially accessible information for both human and
software agents.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Aho:2008:TCC,
author = "Alfred V. Aho",
title = "Teaching the compilers course",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "6--8",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473196",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gotterbarn:2008:TPR,
author = "Don Gotterbarn",
title = "Thinking professionally: a real problem with video
games; not murder, not torture\ldots{}",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "9--10",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473198",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Many of us are from a generation when video games were
wholesome and character building and the games did not
reward, murder, torture, or theft. Those early games
like Pong morphed into Wii's Family Table Tennis and
Major League Eating which can be played even while
seated in a retirement home. The widespread use of
video-games in education, training, entertainment and
the use of video game technology in the design and
control of medical, commercial, and military systems
has a significant impact on the present and the future
directions of society. As in other rapid advances in
technology, the speed of the development and immersion
of this technology in our lives has left numerous
significant questions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2008:THR,
author = "C. Dianne Martin",
title = "Taking the high road: Blogging for votes: the ethics
of {Internet} campaigning",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "10--11",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473199",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Over the past several years journalists have
documented the fact that a number of high profile
campaigns have been significantly influenced by the
``blogosphere.'' Many political analysts believe that
blogging and online videos are changing the political
process in profound, yet not necessarily positive,
ways. Politicians are using YouTube, MySpace and
Facebook Web sites for everything from recruiting
volunteers and spreading their campaign message, to
raising millions of dollars of campaign funds, to
embarrassing and attempting to discredit their
opponents. Not only have political candidates created
their own campaign websites, they are now creating
profile pages on MySpace and creating video messages
for YouTube. In fact, tech-savvy candidates hire young
staffers to attempt to coordinate and amplify the
activities of bloggers, both verbal and video. In a
brave new Internet world, political candidates at all
levels of the democratic system are discovering both
the benefits and pitfalls of online campaigning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kumar:2008:RHC,
author = "Deepak Kumar",
title = "Reflections: historical cheesecakes \ldots{}",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "11--13",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473200",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Enter 3747 Ridge Avenue in Philadelphia, Pennsylvania
in your GPS systems next time you visit the
Philadelphia area for you would be directed to a
produce market of historic significance. The building
that used to house Eckert \& Mauchly Computer Company
in the late 1940's has been revived as a produce market
to help revitalize a blighted neighborhood on the banks
of the Schyulkill River. But don't just poke your head
out of your car window to take a picture of the
historical marker and drive away. Pull inside, and take
a look at the murals decorating the walls. Order a
cheesesteak from one of the food counters and spend
some time discussing the inner workings of the UNIVAC 1
and its role in the first ever computerized prediction
of election result.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2008:TIA,
author = "Tony Clear",
title = "Thinking issues: assessment in computing education:
measuring performance or conformance?",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "13--15",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473201",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Critiquing the negative consequences of journal impact
factor measurement on software engineering researchers,
Offut has noted the amount of time many of us spend
measuring and observed that ``measurement is very
difficult'' [1]. Then proceeding to critique our
measurements in the teaching context he asserted, ``We
assign students grades in classes (a process once
described as 'an inadequate report of an inaccurate
judgment by a biased and variable judge of the extent
to which a student has attained an undefined level of
mastery of an unknown proportion of an indefinite
amount of material')'' [1]. This paints a rather dismal
picture of the grading process? Yet as computing
educators can we really refute this argument?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Topi:2008:ERP,
author = "Heikki Topi",
title = "{IS} education: the role of programming in
undergraduate {IS} programs",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "15--16",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473202",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "One of the most fundamental and most highly debated
questions in Information Systems education is the role
of programming in undergraduate IS programs. On one
hand, there are strong arguments and precedents
supporting not only the inclusion of programming in
these programs but also a significant role for it. For
example, both the most recent model curriculum (IS
2002) and many existing undergraduate IS programs
include a significant programming component. IS 2002
incorporates a programming course with a highly complex
name reflecting the ambiguity about the focus of the
course (``Programming, Data, File, and Object
Structures,'') but it also includes two additional
courses that have significant programming components
(``Physical Design and Implementation with DBMS'' and
``Physical Design and Implementation in Emerging
Environments''). The ``Analysis and Logical Design''
course is directly connected to application
development/programming. A closer evaluation of the
course descriptions reveals a very ambitious agenda;
the topics include items such as ``programming in
traditional and visual environments that incorporate
event-driven, object-oriented design,'' ``algorithm
development,'' ``program correctness, verification, and
validation,'' ``structured and object design
approaches,'' and ``structured, event driven, and
object oriented application design.'' This choice of
wording, which is practically unchanged from IS'97,
signifies a strong commitment to developing the
students' programming and software development
capabilities. In addition, the general criteria for
accrediting undergraduate computing programs (including
those in information systems) clearly include
programming activities (3 (c)) ``The program enables
students to achieve, by the time of graduation, \ldots{} an
ability to design, implement, and evaluate a
computer-based system, process, component, or program
to meet desired needs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2008:CRW,
author = "Raymond Lister",
title = "{CS} research: We are what we cite --- so where are
we?",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "16--18",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473203",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "If our human bodies are a reflection of what we eat,
then the collective body of an academic community is a
reflection of what its members cite. To better
understand the Computing Education Research Community,
I recently counted the conferences, journals and books
cited in the 43 papers comprising the first three
International Computing Education Research Workshops
(i.e., ICERs 2007-2007). These 43 ICER papers contained
1130 citations, which is a remarkable average of 26
citations per publication. Almost one third (32\%) of
the citations were to conferences, while 38\% of
citations were to journals, and 21\% to books and book
chapters.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2008:CIS,
author = "Henry M. Walker",
title = "Classroom issues: staying connected with the big
picture",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "18--20",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473204",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "One of the true joys of being a computer scientist is
the opportunity to work at multiple levels of
abstraction when solving a problem. For example, in
writing a software application, we consider high-level
requirements, a design that includes encapsulation of
data elements and options, individual coding pieces
(files, classes, or objects), etc. This column observes
that teaching computer science entails the same
attention to multiple levels of activity.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hawthorne:2008:CCC,
author = "Elizabeth K. Hawthorne",
title = "Community college corner: crafting a compendium for
associated-degree computing curricula",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "20--21",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473205",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Over the past two decades, the ACM Two-Year College
Education Committee (TYCEC) has published
associate-degree curricular guidelines that correspond
to the five major disciplines clearly identifiable
within the realm of computing: Computer Science,
Computer Engineering, Software Engineering, Information
Systems, and Information Technology. All of these
reports have been approved by the ACM Education Board
and are freely available from
www.acmtyc.org/curricula.cfm. As an overview, the
committee characterizes these five computing
disciplines and corresponding curricula as follow.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gal-Ezer:2008:DEO,
author = "Judith Gal-Ezer",
title = "Distance education: opening books",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "21--21",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473206",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Opening Books for Academic Learning is a relative new
trend, taking advantage of the potential of the
Internet and computers. In this issue I am honored to
host a dear colleague, Dr. Yoav Yair, Head of the
Center for Technology in Distance Education, at The
Open University of Israel, who will describe a new
initiative the university is engaged in, which might
encourage other international academic institutions who
haven't done so, to follow.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yair:2008:SFO,
author = "Yoav Yair",
title = "A step further: opening books and educational
resources",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "22--23",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473207",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The ground-breaking launch of MIT's Open Course-Ware
initiative (http://ocw.mit.edu) in 2002 marked a major
shift in the paradigm of restricted access to academic
materials. MIT decided to open its $\approx$1800
courses to the general public, allowing free usage of
course materials, syllabi, exercises, presentations and
lecture notes for anyone who wishes to. Faculty members
were encouraged to publish their study materials, and
with a clever design and a sophisticated portal,
achieved rapid publication and dissemination of course
materials on-line. This new ``Open Course-Ware'' term
sent a huge shock wave throughout the higher-education
establishment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Turner:2008:IVW,
author = "A. Joe Turner",
title = "{IFIP} vibes: {WCCE 2009 in Brazil}",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "23--23",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473208",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "There is still time to submit a paper to the IFIP
World Conference on Computers in Education! The
conference, which is held every five years or so, will
be in Bento Gon{\c{c}}alves, RS, Brazil, on 27-31 July
2009. The deadline for paper submission is 31 December
2008.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kaczmarczyk:2008:PII,
author = "Lisa Kaczmarczyk",
title = "Percolations: interdisciplinary innovation may invoke
carnivorous colleagues",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "23--24",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473209",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Passions run deep in the most unexpected places. A
Praying Mantis bites its partner's head off after sex,
and the Portia spider lulls a fellow spider into
complacency, then lunges at it and eats it. Whether
appalled or fascinated, we understand intellectually
that these bizarre behaviors must contribute to species
survival. On the other hand, the intended victims
sometimes learn to deflect their aggressor and yet have
as much ``fun'' as they want. That too contributes to
species survival because the resilient spider or mantis
achieves far more satisfaction and future productivity
than either their aggressor or the deceased. Believe it
or not, after attending ITiCSE, I see the connection
between these behaviors and innovative computing
education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Popyack:2008:UPE,
author = "Jeffrey Popyack",
title = "{Upsilon Pi Epsilon}: {UPE} happenings",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "25--26",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473210",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Greetings! This year has been very active and exciting
for Upsilon Pi Epsilon. Between hosting the UPE
National Convention at SIGCSE 2008 to our continuing
sponsorship of the ACM International Computer
Programming Contest and supporting another outstanding
group of scholarship winners, things have been quite
busy.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2008:MCS,
author = "Peter B. Henderson",
title = "Math counts: software correctness and a {SIGCSE} 2008
{BoF}",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "27--28",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473211",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Interesting how the term ``software correctness''
keeps popping up in this column. What is correct
software, and can it be achieved --- if so how? The
Math CountS columns strive to provide some insights
into answering the latter question. One example I used
in my entry level classes was developing the software
for a heart pacemaker. Pushing the popular develop and
test analogy to its limit, the pacemaker developer
would test the system on a patient. If problems arose,
e.g., death, then debug and test again. Finding
agreeable test candidates would be a key to this
approach ** SMILE *.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2008:CCK,
author = "David Ginat",
title = "Colorful challenges: Kangaroo hops",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "28--29",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473212",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The current issue's new challenge involves the
development of two sequence processing algorithms. The
na{\"\i}ve challenge solutions require repeated
``passes'' over the sequence. The problem-solver's
challenge is to reduce the number of passes as much as
possible, perhaps even into only one pass. Following
the presentation of the new challenge, we present the
solution of the previous column's Separating Between
Foes challenge. The elegant solution of this challenge
embeds an approach that is useful and employed in
various algorithmic tasks.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ainsworth:2008:MMCb,
author = "A. Barbara Ainsworth and Judithe Sheard and Chris
Avram",
title = "The {Monash Museum of Computing History}: part 2",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "31--34",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473214",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Introduction to the Monash Museum of Computing
History, Monash University, Victoria, Australia. Part I
of this series described the development of the Museum.
This article gives a description of the current
holdings of the Museum and the permanent display.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Minsker:2008:ABR,
author = "Steven Minsker",
title = "Another brief recursion excursion to {Hanoi}",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "35--37",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473215",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We propose another simple Towers of Hanoi variant, a
hybrid between classical Hanoi and linear Hanoi, in
which the rules governing movement depend on ring
color. An optimal algorithm is presented. The problem
and its heavily recursive solution are not difficult;
perhaps one of its more interesting facets is that the
optimality proof uses simultaneous induction on four
statements. This paper can be viewed as similar in
purpose and spirit to the author's previous work [1];
the goal here is again to present a fun example of
potential usefulness in teaching discrete mathematics
and data structures courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yang:2008:AOL,
author = "Feng-Jen Yang",
title = "Another outlook on linear recursion",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "38--41",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473216",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Recursion is a well known hurdle for computer science
beginners. This powerful problem solving technique
challenges both instructors and students on how to
convey and learn this skill correctively and
efficiently. In this paper, I presented an
analogy-based approach to expound the theoretical
detail of linear recursion.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rolfe:2008:SMA,
author = "Timothy J. Rolfe",
title = "A specimen {MPI} application: {$N$}-Queens in
parallel",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "42--45",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473217",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The generalized problem of placing n queens on an n
-by- n board provides an ``embarrassingly parallel''
problem for parallel solution. This paper expands on
the discussion presented in the May 2005 issue of Dr.
Dobb's Journal [1], specifically taking the parallel
execution through Java threads and bringing it into an
application in C taking advantage of MPI.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Jovanovic-Dolecek:2008:UMT,
author = "Gordana Jovanovic-Dolecek and Alfonso
Fernandez-Vazquez",
title = "Use of {MATLAB} in teaching the fundamentals of random
variables",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "46--51",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473218",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The way engineering is being taught has changed in
recent years with the introduction of commercial and
educational software thus allowing a better
understanding of the subject matter and increased
teaching efficiency. This paper presents the
educational software package designed to work in PCs
and provides an attractive way to introduce the
fundamentals of random variables. The software can be
used as a complement to theoretical classes or alone as
a self-study tool. The package was implemented in
MATLAB and uses MATLABTM tool ``makeshow'' which allows
the students to create interactive slideshows without
building their own graphic interface. The software is
easy to use and is in accordance with the established
standards, mouse operations, icon menus, etc. The demos
include Probability Density Function (PDF), and
Cumulative Distribution Function (CDF), normal,
lognormal, exponential, Rayleigh and Rician random
variables. The package also demonstrates how to
generate the desired random sequence, how to examine
its characteristics and how to estimate its PDF and
CDF.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wirth:2008:IRP,
author = "Michael Wirth",
title = "Introducing recursion by parking cars",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "52--55",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473219",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Many approaches to teaching recursion in textbooks
focus on classical examples such as Fibonacci,
factorial, or the Towers of Hanoi. As established as
these algorithms are, they don't really illustrate the
potential of recursion. This paper explores the use of
a novel recursive algorithm which requires innovative
thinking, and the use of random numbers. The algorithm
looks at the use of recursion to randomly park cars on
a street.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Zingaro:2008:AAR,
author = "Daniel Zingaro",
title = "Another approach for resisting student resistance to
formal methods",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "56--57",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473220",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Students are generally not motivated to take formal
methods courses or continue studying the subject. This
note introduces an approach based on a new textbook
designed to be used in the first year of a computer
science curriculum. The essential features are the use
of relevant programming tools, early coupling of
specification and implementation, informal but
``generative'' reasoning, and material from several
problem areas. The hope is that we can lay a strong
foundation for future formal methods courses to build
on, while remaining accessible to the wide variety of
students taking such an introductory course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tomic:2008:FTS,
author = "Bojan Tomi{\'c} and Sinisa Vlaji{\'c}",
title = "Functional testing for students: a practical
approach",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "58--62",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473221",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Testing is an integral part of software engineering.
When teaching this discipline, educators choose testing
approaches to be implemented in their classes. But many
of these approaches, no matter how well devised or
comprehensive, fall short of being simple and
straightforward to use. Furthermore, students still
face issues like: where to start, what should tests
consist of, how much testing is enough etc. This paper
describes a practical approach for functional testing
specifically designed for students. It is meant to be
intuitive, simple and thorough, so good testing results
can be achieved.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Liu:2008:UOS,
author = "Peter L. Liu",
title = "Using open-source robocode as a {Java} programming
assignment",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "63--67",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473222",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper is a teacher-researcher's reflection upon
the use of open-source Robocode as a Java programming
assignment. Following the educational perspectives of
Parker Palmer and Elliot Eisner, it is a qualitative
inquiry into the learning experiences of the students
as well as the inner journey of a teacher. The design
of the assignment may be validated by the ITiCSE 2007
Working Group's matrix taxonomy.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goulding:2008:CGD,
author = "Tom Goulding",
title = "Complex game development throughout the college
curriculum",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "68--71",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473223",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This case study discusses the incorporation of game
development throughout the Daniel Webster College
computer science curriculum. During the freshman year
all computer science majors develop complex games in
C\#.net while participating in an instructional game
motif method we call the GM method. This freshman
educational method combines agile software engineering
techniques with an inquiry based, neo-Socratic
classroom. The GM method provides freshmen with the
core skills necessary to develop complex games
throughout their college career. This freshman program
of study is followed by more traditional project
courses which begin with an encryption system project
in the sophomore year. XNA 2-D and XNA 3-D game
development soon follow and a C++ game engine
development capstone project is undertaken in the
senior year.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lapidot:2008:FCS,
author = "Tami Lapidot and Dan Aharoni",
title = "On the frontier of computer science: {Israeli} summer
seminars",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "72--74",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473224",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, we describe a six years experience of
summer seminars for high-school computer-science (CS)
leading teachers in Israel. The seminars, called ``On
the frontier of computer science'', featured encounters
between CS researchers and teachers, as well as
pedagogy discussions and workshops. The result of these
innovative seminars is that they helped strengthen the
local leading teachers' community above and beyond
expectations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Seeling:2008:L,
author = "Patrick Seeling",
title = "Labs@Home",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "75--77",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473225",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this publication, we introduce the Labs@Home
framework, which enables students to conduct laboratory
elements of courses on their personal computing
equipment. A major benefit of this approach is that
students are able to progress through assignments at a
time and pace of their choice, before submitting the
results to the instructor for review. The introduced
framework is based on capturing differences between
versions of the virtual machines and exchanging these
between instructor and students. We are currently
implementing several parts of the framework and expect
to evaluate its implementation in the near future.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yang:2008:AGW,
author = "Kuo-pao Yang and Theresa Beaubouef",
title = "Automatic generation of {Web} survey for assessment
purposes in computer science",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "78--82",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473226",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper discusses the development and
implementation of an engine that automatically creates
web survey tool pages from course documents. Issues
related to assessment practices in computer science are
addressed and the benefits of this new assessment
mechanism are presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yadin:2008:FIL,
author = "Aharon Yadin and Rachel Or-Bach",
title = "Fostering individual learning: when and how",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "83--86",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473227",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper we describe an instructional tactic that
promotes individual learning. The tactic was developed
to cope with the relatively high IS students' failing
rate and to support the development of effective
learning habits (to be used in collaboration contexts
as well). The learning process is based on a unique
individual assignments design for a Computer
Organization and Programming course. The accompanying
study revealed encouraging quantitative and qualitative
results. Overall student's failing rate decreased by
59\% and an increase in students' motivation and
learning accountability was observed. We conclude with
a discussion regarding the results and their
implications.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Beaubouef:2008:RQR,
author = "Theresa Beaubouef and Ghassan Alkadi",
title = "Rough querying: a real-world information systems
project",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "87--91",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473228",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper discusses the development and
implementation of a rough relational database system by
students in a junior level information systems course.
Team work skills as well as software engineering life
cycle models are emphasized throughout the course.
Students learn vital software engineering skills while
developing a real world system that incorporates rough
set uncertainty management in the querying of data.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rui:2008:ITT,
author = "Deng Rui and John T. Thompson and Yang Hong and Zhou
Xing-sheng and Liu Ke-jing and Neil Alexander
Macintyre",
title = "Imagery training in the teaching of the data structure
curriculum",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "92--94",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473229",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Data Structure Curriculum (DSC) has abstract and
dynamic features and it is difficult for learners to
gain a full comprehension. According to its abstract
features, related algorithms cases should be visualized
in order to help learners more easily learn. And
according to its dynamic feature, Imagery Training can
be introduced into the method of instruction. Resorting
to the two modes and the developed demo system of
algorithm in DSC, learners can be instructed to
comprehend and memorize abstract knowledge better in
imaginative ways.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Narasimhan:2008:DIS,
author = "V. Lakshmi Narasimhan and Manik Lal Das",
title = "Data and information security {(DIS)} for {BS} and
{MS} programs: a proposal",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "95--99",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473230",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Data and Information Security (DIS) provides
confidence to senior management that the operational
systems are secure, and offers challenges to hackers to
break the security of operational systems. The more the
threats and attacks, the more security patches or
plug-in solutions are required to make existing systems
secure. It is observed that industry and Government
sectors manage their security related issues by
spending huge cost for hiring security professionals,
conducting training program to train own employees or
consulting a security firm for security solution. It is
also time that academic institutions seed security
expertise, at both undergraduate and graduate levels,
in order to fulfill the increasing in demand. This
paper proposes structures of DIS programs for bachelor
and master degrees.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lorenzen:2008:HCO,
author = "Torben Lorenzen and Abdul Sattar",
title = "How to create an online {Internet} course",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "100--102",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473231",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The authors have developed two hybrid internet courses
with one weekly meeting per week instead of the
traditional two or three meetings. One course teaches
how to use Microsoft Office and is a service course.
The other teaches Computer Graphics to computer science
majors. The internet materials are structured to use
each of the three student learning styles: visual,
auditory, and kinesthetic. The steps the authors used
to create the internet materials with Adobe
Captivate\copyright{} are presented and parts of a
sample lecture are available for download.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Edmondson:2008:TTS,
author = "Carol Edmondson",
title = "Teaching tales: some student perceptions of computing
education",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "103--106",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473232",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Student perceptions of the educational experiences
that are provided to them at tertiary institutions do
not necessarily match the perceptions of the academics
who provide these educational experiences. Mismatches
between student perceptions and academic perceptions
can adversely affect student learning as well as lead
to mutually frustrating encounters between students and
academics. This paper presents a selection of nine true
teaching tales. Each of the tales recounts an
experience which allowed the author to perceive a
situation from the student point of view. The paper
then discusses the importance of student perceptions in
computing courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Carmichael:2008:GCS,
author = "Gail Carmichael",
title = "Girls, computer science, and games",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "107--110",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473233",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "An innovative week long mini-course for girls has
successfully used video game development as the main
motivation by teaching related computer science topics
at the same time. Students split their time between
creating their own game in the lab and learning about
game design, usability, graphics, and artificial
intelligence. They became more comfortable with the
subject and say they are more likely to pursue computer
science in high school because of this course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Owens:2008:NDI,
author = "Barbara Boucher Owens",
title = "New directions for inroads",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "112--112",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473235",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The SIGCSE Board is contemplating several changes with
regard to its publication inroads --- the SIGCSE
Bulletin. The SIGCSE Board would like your opinion on
three interconnected proposals. We appreciate your
input and value your point of view.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Impagliazzo:2008:RSS,
author = "John Impagliazzo",
title = "Response summary from the {SIGCSE} community",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "113--113",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473236",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Since the issuance of the message above, the response
from the SIGCSE community has been overwhelmingly
positive. SIGCSE members seem delighted with the
prospect that authors submitting articles to inroads
will hopefully receive a new level of acceptance from
the academic community. That is, their work would not
be relegated to ``newsletter'' status, but to a new and
more acceptable level of quality in a magazine.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Almstrum:2008:CEO,
author = "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",
title = "Computing educators oral history project: seeking the
trends",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "122--141",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473238",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This report expands upon the work started by an ITiCSE
2005 Working Group, which established the groundwork
for collecting and analyzing the oral histories of
computing educators and provided a foundation for the
Computing Educators Oral History Project (CEOHP). The
main charge for the Working Group during ITiCSE 2008
was to begin analyzing the interviews already included
in CEOHP. As part of the process of exploring analysis
approaches, we revisited the status of CEOHP and what
had been learned since 2005. We report on analytical
procedures for using the interviews as research data
and as the basis for informational, motivational
resources. We describe techniques and software tools we
investigated for qualitative (thematic) analysis of
this rich set of personal histories. The analysis
allowed themes to emerge naturally from the interviews
and suggested specific areas for further investigation.
The report describes plans, including procedural
updates, archival options, web portal needs, legal and
ethical issues, target groups, and publication targets.
We conclude with a discussion of future challenges for
CEOHP.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2008:ELM,
author = "Guido R{\"o}{\ss}ling and Mike Joy and Andr{\'e}s
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.
{\'A}ngel Vel{\'a}zquez Iturbide",
title = "Enhancing learning management systems to better
support computer science education",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "142--166",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473239",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Many individual instructors --- and, in some cases,
entire universities --- are gravitating towards the use
of comprehensive learning management systems (LMSs),
such as Blackboard and Moodle, for managing courses and
enhancing student learning. As useful as LMSs are, they
are short on features that meet certain needs specific
to computer science education. On the other hand,
computer science educators have developed--and continue
to develop-computer-based software tools that aid in
management, teaching, and/or learning in computer
science courses. In this report we provide an overview
of current CS specific on-line learning resources and
guidance on how one might best go about extending an
LMS to include such tools and resources. We refer to an
LMS that is extended specifically for computer science
education as a Computing Augmented Learning Management
System, or CALMS. We also discuss sound pedagogical
practices and some practical and technical principles
for building a CALMS. However, we do not go into
details of creating a plug-in for some specific LMS.
Further, the report does not favor one LMS over another
as the foundation for a CALMS.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Edwards:2008:DCF,
author = "Stephen H. Edwards and J{\"u}rgen B{\"o}rstler and
Lillian N. Cassel and Mark S. Hall and Joseph
Hollingsworth",
title = "Developing a common format for sharing programming
assignments",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "167--182",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473240",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer science educators spend a lot of effort
designing programming assignments, and many are willing
to share the results of this investment. However,
sharing of programming assignments occurs primarily in
an ad hoc manner through informal channels. There are
no widely used mechanisms that support instructors in
finding and sharing such resources. Often, the
additional work required to prepare and self-publish
assignment resources in a way that others can then
adapt or reuse is a significant inhibitor. Also, other
instructors may have to spend an inordinate amount of
time and effort to reshape a potential assignment into
something that can be used in their own courses. This
working group report proposes a common format for
packaging assignments for sharing. This format is easy
for instructors to create (requiring no specialized
tools), is extensible and flexible enough to handle
assignments written for any programming language at any
level of proficiency, supports appropriate metadata,
and is easily manipulated by software tools. As more
and more instructors use automated grading tools to
process student submissions, it is our hope that such
an interchange format can lead to a community practice
of sharing resources in a way that overcomes existing
barriers to such reuse.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mann:2008:CES,
author = "Samuel Mann and Lesley Smith and Logan Muller",
title = "Computing education for sustainability",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "183--193",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473241",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents policy on Computing Education for
Sustainability for adoption by SIGCSE. The paper
describes results from a survey of Computing Educators
who attended ITiCSE 2008 where such a policy statement
was mooted. This survey also provides a comparison of
understandings of sustainability held by those
computing educators against recognized benchmarks. From
these findings and understandings an action plan to
integrate Education for Sustainability into computing
education is proposed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hamer:2008:CSP,
author = "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",
title = "Contributing student pedagogy",
journal = j-SIGCSE,
volume = "40",
number = "4",
pages = "194--212",
month = dec,
year = "2008",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1473195.1473242",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:17 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "A Contributing Student Pedagogy (CSP) is a pedagogy
that encourages students to contribute to the learning
of others and to value the contributions of others. CSP
in formal education is anticipatory of learning
processes found in industry and research, in which the
roles and responsibilities of 'teacher' and 'student'
are fluid. Preparing students for this shift is one
motivation for use of CSP. Further, CSP approaches are
linked to constructivist and community theories of
learning, and provide opportunities to engage students
more deeply in subject material. In this paper we
advance the concept of CSP and relate it to the
particular needs of computer science. We present a
number of characteristics of this approach, and use
case studies from the available literature to
illustrate these characteristics in practice. We
discuss enabling technologies, provide guidance to
instructors who would like to incorporate this approach
in their teaching, and suggest some future directions
for the study and evaluation of this technique. We
conclude with an extensive bibliography of related
research and case studies which exhibit elements of
CSP.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fitzgerald:2009:ARN,
author = "Sue Fitzgerald",
title = "All {I} really need to know {I} learned in {CS1}",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "1--1",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508867",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Over the last 45 years as a student and faculty member
in Computer Science, I have been involved in learning,
teaching, and writing for the CS1 course. I have
authored or co-authored textbooks for CS1 in nine
different programming languages from Fortran to Java.
Each new language was used because of a particular set
of features it provided to solve the critical problem
in programming or software development of the day. This
talk will take a look back at these languages and the
extent to which they succeeded. I will also take a look
ahead to see what direction CS1 might be taking in the
future.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wolz:2009:SSC,
author = "Ursula Wolz and Henry H. Leitner and David J. Malan
and John Maloney",
title = "Starting with scratch in {CS} 1",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "2--3",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508869",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Falkner:2009:DAP,
author = "Katrina Falkner and Edward Palmer",
title = "Developing authentic problem solving skills in
introductory computing classes",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "4--8",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508871",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "The ability to solve problems is the key to developing
software, and it is an ability that can be difficult to
learn. Introductory Computer Science students are often
taught syntax and semantics, along with simple problems
designed to develop logical, structured thinking, but
authentic problem-solving skills are rarely developed
at these early stages. In this paper we describe an
approach to introductory computer science education
that addresses student engagement through integrating
cooperative learning techniques and authentic problem
solving processes throughout each aspect of the
curriculum. Over a period of 4 years, the introductory
computer science course at the University of Adelaide
has been modified to support a cooperative learning
style. A three-stage methodology has been implemented
in place of traditional lectures to achieve this. The
process focuses on observing the application of
programming techniques, observing problem solving
techniques and then applying cooperative problem
solving exercises in the classroom. The results from
this change in teaching methodology have been an
increase in attendance rates at lectures and practical
sessions as well as improved learning outcomes as
measured by exam results. Student experience surveys
show students have greater motivation for learning and
believe they have a better understanding of concepts
since the changes have occurred.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Biggers:2009:UCM,
author = "Maureen Biggers and Tuba Yilmaz and Monica Sweat",
title = "Using collaborative, modified peer-led team learning
to improve student success and retention in intro
{CS}",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "9--13",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508872",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "It is common knowledge that enrollments in computer
science have plummeted and educators are challenged to
find ways to engage and promote success and retention
of students while maintaining standards in introductory
computer science courses. This study focuses on the
implementation of a collaborative, modified peer-led
team learning (PLTL) instructional approach in a large
sized introductory computer science course. The site is
a major southeastern university in the United States
where all students are required to take one of three
introductory computer science classes. The course
version selected for this study specifically targets
computer science majors and the study spans three years
of data, and involves 591 students. Students who
experienced the student-centered instruction and worked
in small groups facilitated by a peer leader
(treatment) in years 2006-07 and 2007-08 were compared
with students who experienced a traditional recitation
lecture section (control) in 2005-06. The content and
the course owner was the same for all three years.
Quantitative data analysis show marked and
statistically significant improvements in student
performance, for both male and female students. These
findings suggest that using undergraduate leaders to
implement a peer-led team learning model can be as
effective in promoting achievement and retention in
computer science education as it has shown to be in
math and science classes over the past several years.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boyer:2009:III,
author = "Kristy Elizabeth Boyer and Robert Phillips and Michael
D. Wallis and Mladen A. Vouk and James C. Lester",
title = "The impact of instructor initiative on student
learning: a tutoring study",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "14--18",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508873",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "In the quest to find instructional approaches that
benefit student learning, engagement, and retention,
evidence suggests providing students with hands-on
practice is a worthwhile use of class time. This paper
presents results from an exploratory study of two
different instructional approaches that were
encountered in a study of experienced human tutors
working with novice computing students engaged in a
programming exercise. No difference in average learning
gains was found between a moderate approach, in which
students were given control of problem solving nearly
half the time, and a proactive approach in which the
tutor took initiative nearly three-fourths of the time.
Implications of this finding for fine-grained
instructional strategy, as well as for broader
classroom management decisions, are discussed. This
paper also makes the case for the value of one-on-one
tutoring studies as an exploratory research methodology
for the comparative evaluation of computer science
teaching strategies.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hanks:2009:CSS,
author = "Brian Hanks and Laurie Murphy and Beth Simon and
Ren{\'e}e McCauley and Carol Zander",
title = "{CS1} students speak: advice for students by
students",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "19--23",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508875",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "We collected advice on how to succeed at learning to
program from 164 CS1 students at 3 institutions during
a ``saying is believing'' intervention designed to
encourage a growth mindset. More students gave general
advice (63\%) than programming-specific (23\%) or
attitudinal advice (34\%), despite being prompted to
encourage future students to develop a growth mindset
toward programming. Advice categories and quotes offer
educators insights into student beliefs and practices
and suggest a framework for considering how best to
advise students. We discuss the implications of
students offering advice to other students and provide
a handout of representative advice intended for
distribution to students in introductory programming
courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hanks:2009:SUP,
author = "Brian Hanks and Matt Brandt",
title = "Successful and unsuccessful problem solving approaches
of novice programmers",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "24--28",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508876",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Learning to program continues to be challenging for
many students. This paper reports on problem-solving
approaches undertaken by pair programming students. We
examine reasons why some approaches lead to success
while others lead to failure. We also identify some
aspects of the Java language that appear to lead to
student misconceptions. Finally, we provide suggestions
for educators interested in helping students learn
successful approaches and avoid unsuccessful ones.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Courte:2009:DSD,
author = "Jill Courte and Cathy Bishop-Clark",
title = "Do students differentiate between computing
disciplines?",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "29--33",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508877",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "We are in a time where computing programs are seeking
to differentiate themselves. The ACM suggests that
there are five distinct computing disciplines ---
Computer Science (CS), Information Technology (IT),
Information Systems (IS), Computer Engineering (CE),
and Software Engineering (SE). In practice, it seems
that there can be extensive overlap between these
disciplines. For example, IS is defined by the ACM as
computing in an organization context, typically in
business while IT is defined as focusing on computing
infrastructure and needs of individual users. If each
of the different types of programs wishes to identify
and attract interested students, it is important to
understand if students perceive differences between
them. This paper presents the results of a survey to
determine if students differentiate between these five
disciplines. Computing majors and non-majors were
presented with several task descriptions commonly
associated with each discipline and asked to identify
them as belonging to one of the five disciplines. Data
was collected from over 300 students at several
different institutions and from a variety of different
majors and computing disciplines. The results of the
survey are presented along with comparisons of the
perceptions of majors and non-majors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tyman:2009:ABS,
author = "Damon Tyman and Nirupama Bulusu and Jens Mache",
title = "An activity-based sensor networks course for
undergraduates with sun spot devices",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "34--38",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508879",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Wireless sensor networks are revolutionizing the
instrumentation of the physical world, across
scientific, industrial and military applications. In
this paper, we describe our efforts developing and
classroom-testing hands-on materials for use in
undergraduate-accessible courses on sensor networks. In
Winter 2008 at Portland State University, we introduced
an in-class laboratory component to a sensor networks
course that had previously been entirely lecture-based.
For the laboratory exercises, we utilized Sun's
Java-programmable Sun SPOT [7] sensor network
technology. We found the Sun SPOT based laboratory
activities to be quite powerful as a teaching and
excitement-fostering tool.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Maheswaran:2009:GUL,
author = "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",
title = "{GINI}: a user-level toolkit for creating micro
{Internets} for teaching \& learning computer
networking",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "39--43",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508880",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "GINI (GINI Is Not Internet) is an open-source toolkit
for creating virtual micro Internets for teaching and
learning computer networking. It provides lightweight
virtual elements for machines, routers, switches, and
wireless devices that can be interconnected to create
virtual networks. The virtual elements run as
unprivileged user-level processes. All processes
implementing a virtual network can run within a single
machine or can be distributed across a set of machines.
The GINI provides a user-friendly GUI-based tool for
designing, starting, inspecting, and stopping virtual
network topologies. This paper describes the different
components of GINI, briefly discusses ways of using the
toolkit in a computer networking course, and reports on
user feedback on an early (incomplete) version of the
toolkit.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kurkovsky:2009:EST,
author = "Stan Kurkovsky",
title = "Engaging students through mobile game development",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "44--48",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508881",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper describes using mobile game development as
a motivational tool to engage students early in the
curriculum. Mobile devices have become an integral part
of everyday lives of modern students; using these
devices as a part of the coursework may help them see
the immediate connections between Computer Science and
real-world technology. Compared to traditional game
development, programming mobile games is less complex,
which enables students with limited programming
experience to create playable mobile games within the
scope of a single course. Experience presented in this
paper may be easily duplicated, but it may be
especially useful in the first college-level course for
students with CS AP credits.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Blaheta:2009:CBS,
author = "Don Blaheta",
title = "{CS262}: a breadth-second survey of informatic {CS}",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "49--53",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508883",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "``Information and knowledge management'' is the title
and theme of a course outlined in CC2001 that was
designed to cover a diverse range of core CS topics. In
this paper we discuss our experiences implementing it:
it succeeds at guaranteeing coverage, but also acts as
a useful prerequisite for advanced electives, and as a
survey course that engages student interest in
unexpected topics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{White:2009:BLT,
author = "William W. White and Jerry B. Weinberg",
title = "Breadth-last technical electives: integrating the {CS}
core via computer games and mobile robotics",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "54--58",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508884",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "In this paper, we introduce the concept of
breadth-last technical elective courses, which are
designed to assist undergraduate CS students in
integrating their entire core curriculum into a
coherent whole at the end of their degree programs.
Specific breadth-last courses in intelligent mobile
robotics and computer game development have been
implemented and are presented here to demonstrate the
pedagogical concepts being discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Soh:2009:RCI,
author = "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",
title = "Renaissance computing: an initiative for promoting
student participation in computing",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "59--63",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508885",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "We report on a recently funded project called
Renaissance Computing, an initiative for promoting
student participation in computing. We propose a
radical re-thinking not only of our core curriculum in
CS, but of the role of CS at the university level. In
our conception, ''computational thinking'' is neither
easily separated from other endeavors nor easily
balkanized into a single department. We thus imagine a
CS curriculum that is inextricably linked to other
domains. Our proposed initiative covers introductory,
depth, and capstone courses, targeting both CS majors
and minors. It is also aimed to develop
interdisciplinary CS courses in sciences, engineering,
arts, and humanities. Furthermore, the framework
embraces collaborative learning to help improve
learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2009:SBB,
author = "Lillian N. Cassel and Richard H. Austing and Elliott
Koffman",
title = "{SIGCSE}: from the beginnings to a bright future",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "64--64",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508887",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This session proposal is part of the recognition of 40
years of SIGCSE. We will look at the organization
itself, how it came to be and where it might be going.
It will be an interactive session with the
participation of the audience informing the SIGCSE
leadership of appropriate directions for the future of
this group that has been so important to computing
education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Garcia:2009:RPB,
author = "Daniel D. Garcia and Robb Cutler and Zachary Dodds and
Eric Roberts and Alison Young",
title = "Rediscovering the passion, beauty, joy, and awe:
making computing fun again, continued",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "65--66",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508889",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "At the SIGCSE Symposium in 2007, the ACM Education
Board organized a well-attended special session
exploring the crisis in computing education and its
underlying causes. The idea behind the session was to
provide a forum at which a larger and more broadly
representative subset of the education community could
engage in direct dialogue with the members of the ACM
Education Board and Education Council, who are charged
with developing educational policy for the ACM as a
whole. Last year, we extended that dialogue and
explored concrete strategies for emphasizing the
``passion, beauty, joy, and awe'' (PBJA) of computing
about which Grady Booch spoke so eloquently in his 2007
keynote address. The extremely positive feedback we
received served as motivation to continue the
discussion this year, to allow us to hear from new
voices and receive updates on the current state of the
crisis. It is increasingly clear that students today
find less joy in the process of creating software than
their predecessors did a generation ago. At the same
time, these skills have become increasingly important,
forcing companies to cast an ever widening net in their
search for people with the necessary skills and
training. Continued progress in the computing
disciplines--and indeed the economic health of a
society that relies increasingly on computing
technology--can continue only if we can encourage an
even larger number of students to pursue the many
opportunities that careers in computing provide.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cooper:2009:ENF,
author = "Stephen Cooper and Joan Peckham and Harriet Taylor",
title = "Exploring {NSF} funding opportunities in {EHR} and
{CISE}",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "67--68",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508891",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Urban:2009:PRU,
author = "Joseph E. Urban and Jesse M. Heines and Edward A. Fox
and Harriet G. Taylor",
title = "Panel on revitalized undergraduate computing
education",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "69--70",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508893",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davis:2009:EJT,
author = "Janet Davis",
title = "Experiences with just-in-time teaching in systems and
design courses",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "71--75",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508895",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "I report on my experiences with Just-in-Time Teaching
(JiTT) in two systems courses and two design courses as
a new instructor at a small liberal arts college. My
purposes are threefold: to further raise awareness of
JiTT in the computer science education community, to
show instructors can achieve JiTT's goals with simple
technology and preparation on the fly, and to consider
strengths and limitations of the approach, particularly
for new faculty. My experience has been very positive:
classes have been fun, engaging, and conversational.
Students have reported that they come to class better
prepared and appreciate the opportunity to ask and
discuss questions before class. Where others have
warned of the high workload with this approach, my
experience is that the workload is reasonable compared
to preparing a new course from scratch; the approach
discourages some types of overpreparation. For these
reasons, I would recommend the approach for other new
instructors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bennett:2009:UDS,
author = "Chris Bennett and Timothy Urness",
title = "Using daily student presentations to address attitudes
and communication skills in {CS1}",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "76--80",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508896",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Many CS1 courses lack a breadth in coverage of
computing-related topics and do not actively engage in
non-programming computer science topics. In addition,
many introductory (and advanced) courses fail to help
students develop oral communication skills. In this
paper, we describe our experience with addressing these
issues in CS1 courses at two different institutions
through the use of brief, daily student presentations.
Not only can this help recruitment and retention, but
it helps to develop more well-rounded students. We also
describe the results of a survey students take before
and after the course to evaluate how participating in
the course can affect attitudes and beliefs about
computer science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gehringer:2009:SGA,
author = "Edward F. Gehringer and Carolyn S. Miller",
title = "Student-generated active-learning exercises",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "81--85",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508897",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Active-learning exercises are an effective use of
class time to bring about desired learning outcomes.
Instead of listening to a lecture, students are engaged
in tasks that allow them to discover new knowledge, or
apply what they have just learned. A barrier to wide
usage of active-learning exercises is the need to
design them, since few are available in textbooks,
technical papers, or on the Web. The work reported in
this paper demonstrates that students can design
active-learning exercises that are worthy of being used
in CS1 and CS2. This frees the instructor from having
to write all the exercises him/herself. This paper
makes three contributions: a methodology for creating
student-generated active-learning exercises, several
exercises for teaching difficult concepts in CS1 and
CS2, and guidance about the kinds of active-learning
exercises that students will enjoy and learn most
from.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bruckman:2009:GCI,
author = "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",
title = "``{Georgia} computes!'': improving the computing
education pipeline",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "86--90",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508899",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Computing education suffers from low enrollment and a
lack of diversity. Both of these problems require
changes across the entire computing education pipeline.
The ``Georgia Computes!'' alliance, funded by the
National Science Foundation's Broadening Participation
in Computing program, seeks to improve the computing
education pipeline in Georgia. ``Georgia Computes!'' is
having a measurable effect at each stage of the
pipeline, but has not yet shown an impact across the
whole pipeline.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Morreale:2009:MSU,
author = "Patricia Morreale and Stan Kurkovsky and George
Chang",
title = "Methodology for successful undergraduate recruiting in
computer science at comprehensive public universities",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "91--95",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508900",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper presents a methodology for increasing
undergraduate Computer Science (CS) major enrollment at
comprehensive public universities, particularly those
that have first generation college students or students
from underrepresented populations in professional
computer science in the United States. While there has
been significant prior discussion of undergraduate
recruiting to increase major enrollment in CS, this is
the first identification of a systematic approach to
recruiting distinct undergraduate student populations
into the CS major. Nationally, highly selective and
selective universities and colleges have worked within
their student populations to increase major
enrollments, while CS departments at comprehensive
public universities primarily focused on regional
recruiting have also worked to identify and increase CS
major enrollments. The approach outlined here addresses
regional recruiting for undergraduate majors in CS and
has been used at two public universities. The resulting
methodology serves as a template for any department or
faculty member seeking to increase undergraduate
enrollment in CS.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Richards:2009:RWC,
author = "Brad Richards",
title = "Representation of women in {CS}: how do we measure a
program's success?",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "96--100",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508901",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper presents an analysis of the data on
representation of women in US liberal arts computer
science departments, using 10 years' worth of IPEDS
data. What began as a search for departments with
exemplary representation ended with the conclusion that
the representation data is too unstable to be a useful
measure of success: The correlation between average
representation values in consecutive five-year periods
is small, only r=0.156, and not significantly different
from zero (p=0.143, t=1.477) for this set of
institutions. Other metrics and sample populations are
considered with similar results. This result has
important implications for studies assessing the impact
of departmental interventions on the representation of
women, as well as research on the factors that
influence representation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Albrecht:2009:BBS,
author = "Jeannie R. Albrecht",
title = "Bringing big systems to small schools: distributed
systems for undergraduates",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "101--105",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508903",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Distributed applications have become a core component
of the Internet's infrastructure. However, many
undergraduate curriculums, especially at small
colleges, do not offer courses that focus on the design
and implementation of distributed systems. The courses
that are offered address the theoretical aspects of
system design, but often fail to provide students with
the opportunity to develop and evaluate distributed
applications in real-world environments. As a result,
undergraduate students are not as prepared as they
should be for graduate study or careers in industry.
This paper describes an undergraduate course in
Distributed Systems that not only studies the key
design principles of distributed systems, but also has
a unique emphasis on giving students hands-on access to
distributed systems through the use of shared computing
testbeds, such as PlanetLab and GENI, and open-source
technologies, such as Xen and Hadoop. Using these
platforms, students can perform large-scale,
distributed experimentation even at small colleges.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brown:2009:HHL,
author = "Richard A. Brown",
title = "{Hadoop} at home: large-scale computing at a small
college",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "106--110",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508904",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "The potential benefits of data-intensive scalable
computing (DISC) in CS education are considered in the
context of a small college with an active
student-operated Beowulf cluster initiative. The
map-reduce computational model, of great importance in
industry, is reviewed, and the Hadoop implementation of
that model is connected to specific courses throughout
the undergraduate CS curriculum. Concerns when running
a local Hadoop-capable cluster at a small college are
identified.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cappos:2009:SPE,
author = "Justin Cappos and Ivan Beschastnikh and Arvind
Krishnamurthy and Tom Anderson",
title = "{Seattle}: a platform for educational cloud
computing",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "111--115",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508905",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Cloud computing is rapidly increasing in popularity.
Companies such as RedHat, Microsoft, Amazon, Google,
and IBM are increasingly funding cloud computing
infrastructure and research, making it important for
students to gain the necessary skills to work with
cloud-based resources. This paper presents a free,
educational research platform called Seattle that is
community-driven, a common denominator for diverse
platform types, and is broadly deployed. Seattle is
community-driven --- universities donate available
compute resources on multi-user machines to the
platform. These donations can come from systems with a
wide variety of operating systems and architectures,
removing the need for a dedicated infrastructure.
Seattle is also surprisingly flexible and supports a
variety of pedagogical uses because as a platform it
represents a common denominator for cloud computing,
grid computing, peer-to-peer networking, distributed
systems, and networking. Seattle programs are portable.
Students' code can run across different operating
systems and architectures without change, while the
Seattle programming language is expressive enough for
experimentation at a fine-grained level. Our current
deployment of Seattle consists of about one thousand
computers that are distributed around the world. We
invite the computer science education community to
employ Seattle in their courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Enbody:2009:PCP,
author = "Richard J. Enbody and William F. Punch and Mark
McCullen",
title = "{Python CS1} as preparation for {C++ CS2}",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "116--120",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508907",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "How suitable is a Python-based CS1 course as
preparation for a C++-based CS2 course? After fifteen
years of using C++ for both CS1 and CS2, the Computer
Science Department at Michigan State University changed
the CS1 course to Python. This paper examines the
impact of that change on the second course in the
sequence, CS2, which kept C++ as its primary language.
We report results on a CS2 class which had a mixture of
students who had used either C++ or Python from our CS1
course. The CS2 class covered the same topics as
previously, though with some changes, and even gave the
same final exam as a previous offering. Independent
samples t-tests were used to compare students from the
Python group with students from the non-Python group on
three outcomes: final exam grade, programming projects
scores, and final grade for the course. The main result
was that there were no significant differences between
the groups for all three outcomes. In addition,
multiple regression analysis showed that students' past
performance (overall GPA) in the University predicted
final grades, final exam scores, and programming
project scores for the course, but there was no effect
of the programming language feature: Python or
non-Python. We feel this shows that the Python-based
CS1 course prepared students for the C++-based CS2
course as well as the C++-based CS1 course did---while
exposing them to a different, powerful and useful
language.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stepp:2009:CIW,
author = "Marty Stepp and Jessica Miller and Victoria Kirst",
title = "A {``CS 1.5''} introduction to {Web} programming",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "121--125",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508908",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Web programming is increasing rapidly in importance at
the university level, yet there is no consensus about
when and how it should be incorporated into the
computer science curriculum. This paper describes our
results in teaching an experimental introductory web
programming course at the University of Washington that
has had great success in attracting large numbers of
students from inside and outside the computer science
major. The course requires CS1 as a prerequisite,
striking a good balance between making the course open
to non-majors but also more rigorous for students with
programming background. We classify the course as ``CS
1.5'' because many of our students take it between CS1
and CS2. We use our evaluation data to argue that a web
programming course at this level leads to a great deal
of student interest and enthusiasm, broadens the reach
of computer science, and provides a valuable service to
other departments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gal-Ezer:2009:PSC,
author = "Judith Gal-Ezer and Tamar Vilner and Ela Zur",
title = "Has the paradigm shift in {CS1} a harmful effect on
data structures courses: a case study",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "126--130",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508909",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "The ongoing debate among Computer Science educators
about the advantages and disadvantages of the shift
from the procedural to the Object-Oriented paradigm
usually relates to the introductory course. Indeed, we
were also concerned when in our institute we decided to
implement this shift in our introductory course and
started to teach Java, instead of a procedural
paradigm. In our previous study we saw that the effect
of the shift did not lower the achievements of students
taking the CS1 course. Furthermore, we wanted to be
equally sure that this was the case when students take
Data Structures courses. This is the focus of the study
presented in this paper. The results show that there is
no significant difference in the achievements of
students who came from different paradigm backgrounds.
This encouraging result probably relates to the fact
that our CS1 course focuses on the fundamentals of
introductory Computer Science and does not only
emphasize the language aspects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{White:2009:HLS,
author = "Curt M. White",
title = "An historical look at the {SIGCSE} conference",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "131--131",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508911",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This special session will present an historical look
at all past SIGCSE conferences, beginning with 2008. If
possible, the conference chair, from each conference
will present a brief synopsis of his/her conference.
This synopsis may include a photo of the conference
site, the number of attendees, the paper acceptance
ratio, any special awards and the awardees, the
``theme'' of the conference, any special issues
relevant at that conference, and one or two
``interesting'' events that occurred during that
conference.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bailey:2009:RSP,
author = "Mark Bailey and Kim Bruce and Kathleen Fisher and
Robert Harper and Stuart Reges",
title = "Report of the 2008 {SIGPLAN} programming languages
curriculum workshop: preliminary report",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "132--133",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508913",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This special session will present a summary of the
recommendations of the First SIGPLAN Workshop on
Undergraduate Programming Language Curricula, held at
Harvard University in May, 2008. The purpose of the
workshop was to generate new recommendations for
programming languages topics to be learned by all
undergraduate CS majors. In this special session we
will present a summary of the curriculum
recommendations, why they were made, and ways of
incorporating them into undergraduate CS curricula.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hislop:2009:UOS,
author = "Gregory W. Hislop and Heidi J. C. Ellis and Allen B.
Tucker and Scott Dexter",
title = "Using open source software to engage students in
computer science education",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "134--135",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508915",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This panel will discuss issues and methods for
incorporating free and open source software (FOSS) in
computer science education. The panelists are
investigating approaches to student participation in
FOSS that produce results that are contributed to the
FOSS community and actually used by others.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ernst:2009:PSU,
author = "Daniel Ernst and Barry Wittman and Brian Harvey and
Tom Murphy and Michael Wrinn",
title = "Preparing students for ubiquitous parallelism",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "136--137",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508917",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Proulx:2009:TDD,
author = "Viera K. Proulx",
title = "Test-driven design for introductory {OO} programming",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "138--142",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508919",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Test-Driven Design (TDD) has been shown to increase
the productivity of programming teams and improve the
quality of the code they produce. However, most of the
introductory curricula provide no introduction to test
design, no support for defining the tests, and do not
insist on a comprehensive test coverage that is the
driving force of the TDD. This paper presents a
curriculum, pedagogy, and the software support for
introductory object-oriented program design that uses
the TDD consistently from the very beginning. The
testing software does not increase the program
complexity and is designed to work with the simplest
programs. It has been used by hundreds of students at
several colleges and is freely available on the web.
Our experiences show that besides improving the quality
of code students produce, TDD combined with the
novice-appropriate test libraries reinforces students'
understanding of the object oriented program design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Adams:2009:TDD,
author = "Joel Adams",
title = "Test-driven data structures: revitalizing {CS2}",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "143--147",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508920",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Software testing is an increasingly important topic in
engineering reliable software systems, and test-driven
development is an increasingly popular methodology for
building reliable systems. However, most software
engineering instructors' courses are already very full,
so that increasing coverage of testing in those courses
can only occur at the expense of another topic. In this
paper, we argue that testing should be introduced early
in the CS curriculum, that the Data Structures (CS2)
course is an especially natural place to emphasize unit
testing and test-driven development, and that doing is
a way to revitalize the CS2 course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Desai:2009:IIT,
author = "Chetan Desai and David S. Janzen and John Clements",
title = "Implications of integrating test-driven development
into {CS1\slash CS2} curricula",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "148--152",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508921",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Many academic and industry professionals have called
for more testing in computer science curricula.
Test-driven development (TDD) has been proposed as a
solution to improve testing in academia. This paper
demonstrates how TDD can be integrated into existing
course materials without reducing topic coverage. Two
controlled experiments were conducted in a CS1/CS2
course in Winter 2008. Following a test-driven learning
approach, unit testing was introduced at the beginning
of the course and reinforced through example. Results
indicate that while student work loads may increase
with the incorporation of TDD, students are able to
successfully develop unit tests while learning to
program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barker:2009:EFI,
author = "Lecia J. Barker and Charlie McDowell and Kimberly
Kalahar",
title = "Exploring factors that influence computer science
introductory course students to persist in the major",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "153--157",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508923",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper describes an exploratory study to identify
which environmental and student factors best predict
intention to persist in the computer science major. The
findings can be used to make decisions about
initiatives for increasing retention. Eight indices of
student characteristics and perceptions were developed
using the research-based Student Experience of the
Major Survey: student-student interaction;
student-faculty interaction; collaborative learning
opportunities; pace/workload/prior experience with
programming; teaching assistants; classroom
climate/pedagogy; meaningful assignments; and
racism/sexism. A linear regression revealed that
student-student interaction was the most powerful
predictor of students' intention to persist in the
major beyond the introductory course. Other factors
predicting intention to persist were
pace/workload/prior experience and male gender. The
findings suggest that computer science departments
interested in increasing retention of students set
structured expectations for student-student interaction
in ways that integrate peer involvement as a mainstream
activity rather than making it optional or
extracurricular. They also suggest departments find
ways to manage programming experience gaps in CS1.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cohoon:2009:STW,
author = "J. McGrath Cohoon and Zhen Wu and Jie Chao",
title = "Sexism: toxic to women's persistence in {CSE} doctoral
programs",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "158--162",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508924",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Using longitudinal survey data from women in the CRA-W
Graduate Cohort program, we measured the prevalence of
observed or experienced sexism and its impact on
departure from Computer Science and Computer
Engineering (CSE) doctoral programs. Our data suggest
that sexist behavior is perceived less often by these
women than it is by women in general. In addition, few
of the women who observe sexism are motivated by it to
think of leaving their CSE doctoral programs.
Nevertheless, when their reason for thinking of leaving
is due to sexism they observed or experienced, the odds
of women actually departing are at least 21 times
greater than if they thought of leaving for any other
reason.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Horwitz:2009:UPL,
author = "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",
title = "Using peer-led team learning to increase participation
and success of under-represented groups in introductory
computer science",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "163--167",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508925",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper describes the implementation and evaluation
of a program that uses active recruiting and peer-led
team learning to try to increase the participation and
success of women and minority students in undergraduate
computer science. These strategies were applied at
eight universities starting in the fall of 2004. There
have been some impressive results: We succeeded in
attracting under-represented students who would not
otherwise have taken a CS course. Evaluation shows that
participation in our program significantly improves
retention rates and grades, especially for women.
Students in the program, as well as the students who
served as peer leaders, are uniformly enthusiastic
about their experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pargas:2009:UIE,
author = "Roy P. Pargas and Samuel Bryfczynski",
title = "Using ink to expose students' thought processes in
{CS2\slash CS7}",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "168--172",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508927",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper presents and discusses a web-based software
tool called GraphPad designed to facilitate
interactivity in a CS2 or CS7 (data structures) course
in which Tablet PCs or WACOM tablets are available. We
describe how GraphPad enables an instructor to:
establish a temporary network with the instructor's
Tablet as server and the students' Tablets as clients,
broadcast instructions and collect student Ink
responses, evaluate student submissions and distribute
evaluations with a single button-click, use student
submissions as examples to guide lecture, and save
student submissions in a database. The saved
submissions may then be reviewed individually, tagged
for errors, and analyzed statistically. An immediate
goal is to use GraphPad to deliver CS2/CS7 course
content more effectively. A long term goal is to use
data collected by GraphPad to help understand the
thought process of the CS2/CS7 student for the purpose
of identifying students at risk early in order to
provide intervention assistance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Allevato:2009:DEP,
author = "Anthony Allevato and Stephen H. Edwards and Manuel A.
P{\'e}rez-Qui{\~n}ones",
title = "Dereferee: exploring pointer mismanagement in student
code",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "173--177",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508928",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Dynamic memory management and the use of pointers are
critical topics in teaching the C++ language. They are
also some of the most difficult for students to grasp
properly. The responsibility of ensuring that students
understand these concepts does not end with the
instructor's lectures---a library enhanced with
diagnostics beyond those provided by the language's
run-time system itself is a useful tool for giving
students more detailed information when their code
fails. We have designed such a toolkit, Dereferee,
which students can incorporate into their code with
minimal intrusion into the learning process. To
demonstrate its effectiveness, we examine C++ code from
students in a course that relied solely on the built-in
memory management behavior of the language, without any
significant additional diagnostic or debugging
facilities. We instrument this code with Dereferee in
order to explore the causes of errors that result in
program crashes and to expose hidden faults that
previously lay undetected. Dereferee provided enhanced
diagnostics for bugs in 63\% of student submissions,
and pinpointed the source of 83\% of abnormal program
terminations. 95\% of the students would have received
extra diagnostic help from using Dereferee.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Murphy:2009:RHS,
author = "Christian Murphy and Gail Kaiser and Kristin Loveland
and Sahar Hasan",
title = "{Retina}: helping students and instructors based on
observed programming activities",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "178--182",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508929",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "It is difficult for instructors of CS1 and CS2 courses
to get accurate answers to such critical questions as
``how long are students spending on programming
assignments?'', or ``what sorts of errors are they
making?'' At the same time, students often have no idea
of where they stand with respect to the rest of the
class in terms of time spent on an assignment or the
number or types of errors that they encounter. In this
paper, we present a tool called Retina, which collects
information about students' programming activities, and
then provides useful and informative reports to both
students and instructors based on the aggregation of
that data. Retina can also make real-time
recommendations to students, in order to help them
quickly address some of the errors they make. In
addition to describing Retina and its features, we also
present some of our initial findings during two trials
of the tool in a real classroom setting.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hambrusch:2009:MAT,
author = "Susanne Hambrusch and Christoph Hoffmann and John T.
Korb and Mark Haugan and Antony L. Hosking",
title = "A multidisciplinary approach towards computational
thinking for science majors",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "183--187",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508931",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper describes the development and initial
evaluation of a new course ``Introduction to
Computational Thinking'' taken by science majors to
fulfill a college computing requirement. The course was
developed by computer science faculty in collaboration
with science faculty and it focuses on the role of
computing and computational principles in scientific
inquiry. It uses Python and Python libraries to teach
computational thinking via basic programming concepts,
data management concepts, simulation, and
visualization. Problems with a computational aspect are
drawn from different scientific disciplines and are
complemented with lectures from faculty in those areas.
Our initial evaluation indicates that the
problem-driven approach focused on scientific discovery
and computational principles increases the student's
interest in computing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Qin:2009:TCT,
author = "Hong Qin",
title = "Teaching computational thinking through bioinformatics
to biology students",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "188--191",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508932",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Modern biology has transformed from an insular entity
into an interdisciplinary science, which in turn
demands interdisciplinary and cross-disciplinary
training for future work force in biology and life
sciences. Computational thinking is a way of thinking
that uses concepts and methodologies of computing to
address questions in a broad range of subjects, and as
such, computational thinking offers an important skill
set in modern sciences. Despite its importance, the
concept of computational thinking has generally been
side-stepped in undergraduate biology education. Many
students in life sciences are often weak in
quantitative/computing skills and tend to avoid
computing-orient courses. To address these issues, we
incorporated computational thinking into a
bioinformatics course for undergraduate life science
majors. We developed comprehensive computer laboratory
exercises that offer hands-on learning experience for
the targeted student pool, and employed peer-assisted
collaborative learning environment. Preliminary results
of these explorative efforts will be helpful for others
to teach computational thinking to biology students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Astrachan:2009:PP,
author = "Owen Astrachan",
title = "Pander to ponder",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "192--196",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508933",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Ponder means ``to weigh in the mind with thoroughness
and care'' [31]. Pander means ``to cater to the
weaknesses and base desires of others'' [31]. We report
on a course we have designed and delivered over a six
year period. The course was originally designed as a
technical writing course for majors, but has evolved
into a non-major's version whose enrollment ranks it as
one of the three most highly-enrolled and thus arguably
most popular courses for undergraduates at our
university. We have worked diligently to ensure that
students ponder the topics and problems that comprise
the material for the course --- and the material is
deeply technical at many levels. We have also pandered
to student needs in meeting curriculum requirements,
offering the course at a time convenient for athletes
and others, and using popular media when possible. We
started with the goal of engendering interest and
passion for computer science and how it affects the
world. We report on our efforts to attain this goal
while keeping material appropriately technical. We
claim our students are engaged in a different type of
computational thinking than that espoused in [32, 5,
15]. For the purposes of this paper and discussion we
call our approach pander-to-ponder. We provide examples
and illustrations of the material we cover, relate it
to similar courses at other institutions, and show how
we use problems to motivate learning. In the work we
report on here the learning is specific to
understanding how contributions from computer science
are changing the world.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dale:2009:HLC,
author = "Nell Dale and Andrew McGettrick and John Impagliazzo
and Robert Aiken and Elliot Koffman and Jim Leisy",
title = "A historical look at curricula and materials",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "197--198",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508935",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wolz:2009:GDL,
author = "Ursula Wolz and Tiffany Barnes and Jessica Bayliss and
Jamie Cromack",
title = "Girls do like playing and creating games",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "199--200",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508937",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Beck:2009:BPS,
author = "Jon Beck and Vicki L. Almstrum and Heidi J. C. Ellis
and Massood Towhidnejad",
title = "Best practices in software engineering project class
management",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "201--202",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508939",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mundie:2009:RC,
author = "Craig Mundie",
title = "Rethinking computing",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "203--203",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508941",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Computing is undergoing a major paradigm shift.
Radical new approaches to hardware and software will
transform our online and offline lives, seamlessly
combining the power of the internet with a world of
devices. Craig Mundie, Microsoft's chief research and
strategy officer, will discuss the possibilities and
show how close we are to realizing them.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lewis:2009:IPC,
author = "Mark Lewis and Scott Leutenegger Leutenegger and
Michael Panitz and Kelvin Sung and Scott A. Wallace",
title = "Introductory programming courses and computer games",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "204--205",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508943",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goldwasser:2009:GPF,
author = "Michael H. Goldwasser and David Letscher",
title = "A graphics package for the first day and beyond",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "206--210",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508945",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "We describe cs1graphics, a new Python drawing package
designed with pedagogy in mind. The package is simple
enough that students can sit down and make use of it
from the first day of an introductory class. Yet it
provides seamless support for intermediate and advanced
lessons as students progress. In this paper, we discuss
its versatility in the context of an introductory
course. The package is available at
www.cs1graphics.org.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stephenson:2009:QBG,
author = "Ben Stephenson and Craig Taube-Schock",
title = "{QuickDraw}: bringing graphics into first year",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "211--215",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508946",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper describes a new tool for introducing
computer graphics and multimedia applications into
first year, called QuickDraw, and our experience using
it. QuickDraw provides an easy to use language and
platform independent interface which permits students
to create multimedia applications beginning with their
first assignment in an introductory computer science
course. QuickDraw has been carefully designed to avoid
complex ``magical'' statements in order to setup, use,
or tear down the multimedia environment, making it an
appropriate tool for use with students with no prior
programming experience. As instructors, we have found
that QuickDraw effectively engages students by allowing
them to create visually impressive programs with
minimal complexity, while continuing to allow us to
effectively teach fundamental computer science
concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Luxton-Reilly:2009:SFI,
author = "Andrew Luxton-Reilly and Paul Denny",
title = "A simple framework for interactive games in {CS1}",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "216--220",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508947",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Computer games are widely used in programming
assignments to motivate students. Traditionally, these
have been text-based games such as hangman, but as Java
has become widespread, the use of graphics and
graphical games has increased correspondingly. We
report on a framework used as scaffolding to help
students understand how to design and implement a
variety of interactive games. We share our experiences
using this framework for assignments over a number of
years.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Craig:2009:GDG,
author = "Michelle Craig and Diane Horton",
title = "{Gr8} designs for {Gr8} girls: a middle-school program
and its evaluation",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "221--225",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508949",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "In order to address the under-representation of women
in Computer Science, we have created a program for
middle-school girls that specifically aims to change
their attitudes about CS and encourages them to see it
as a potential career. Our assessment of the program
shows that it did indeed have a significant, positive
impact and suggests that this was still in effect three
months later. This paper describes the program and its
assessment, and makes suggestions for those considering
offering a similar program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rosson:2009:SID,
author = "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",
title = "A scaffolded introduction to dynamic {Website}
development for female high school students",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "226--230",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508950",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "We describe work on developing workshop activities
that are part of wConnect, a project that is building
an online community of women in computer and
information science. The workshops are designed by
college women for high school girls, with hands-on
construction of dynamic web sites. Because of limited
workshop time, the activities use scaffolding to help
girls achieve the in-tended learning objectives. In
this paper we describe the design of the activities,
their formative evaluation in a series of four
work-shops, and how we are using these results in the
larger project.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nishida:2009:CUD,
author = "Tomohiro Nishida and Susumu Kanemune and Yukio Idosaka
and Mitaro Namiki and Tim Bell and Yasushi Kuno",
title = "A {CS} unplugged design pattern",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "231--235",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508951",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "``Computer Science (CS) Unplugged'' is an educational
method for introducing non-specialists to concepts of
CS through hands-on activities that don't require the
use of a computer. Often the deeper concepts of CS have
been considered as being too difficult for elementary
and middle school students, and many educators teaching
``IT'' are not even aware of the richness of the topic.
CS Unplugged methods have been used successfully with
students of a wide range of ages. In this paper, we
analyze the structure of CS Unplugged activities to
identify the elements that make them work well. Based
on the analysis, we propose a design pattern which will
be useful as a guideline for developing new activities,
and to revise existing ones. We also describe our
experience developing original teaching material, using
the pattern as a benchmark for evaluation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brynielsson:2009:IAC,
author = "Joel Brynielsson",
title = "An information assurance curriculum for commanding
officers using hands-on experiments",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "236--240",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508953",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "To authorize and initiate necessary investments and
enforce appropriate policies and procedures,
decision-makers need to have at least a fair
understanding of computer security fundamentals. This
paper presents the course design and the laboratory
settings that have been developed for, and used within,
the high rank officer curriculum at the Swedish
National Defence College. The developed course looks at
computer security from an attack versus defend
viewpoint, meaning that computer attacks are studied to
learn about prevention and self-defense. The paper
discusses the pedagogical challenges related to
education of high rank officers and similar personnel
in light of recently-held courses and contrasts the
course relative to similar undertakings. A standpoint
taken is that computer security is best taught using
hands-on laboratory experiments focusing on problem
solving assignments. This is not undisputed since,
e.g., high rank officers are busy people who are not
fond of getting stuck learning about the peripherals.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yang:2009:TDS,
author = "Li Yang",
title = "Teaching database security and auditing",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "241--245",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508954",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Hands-on laboratory experiences are essential critical
for students to understand concepts and gain real-world
insights in database security and auditing. We are
developing a set of hands-on labs to integrate theories
of database security into practices. Our designed labs
do not require purchasing any commercial software or
pre-configuration. Each lab includes objectives,
results, and resources to help students to understand
database security concepts including access control,
virtual private database, and database auditing etc. We
use two major database products (Microsoft SQL Server
and Oracle 10g) to design and implement our labs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wein:2009:VGT,
author = "Joel Wein and Kirill Kourtchikov and Yan Cheng and Ron
Gutierez and Roman Khmelichek and Matthew Topol and
Chris Sherman",
title = "Virtualized games for teaching about distributed
systems",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "246--250",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508955",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Complex distributed systems are increasingly important
in modern computer science, yet many undergraduate
curricula do not give students the opportunity to
develop the skill sets necessary to grapple with the
complexity of such systems. We have developed and
integrated into an undergraduate elective course on
parallel and distributed computing a teaching tool that
may help students develop these skill sets. The tool
uses virtualization to ease the burden of resourcing
and configuring complex systems for student study, and
creates varied ``firefighting'' gaming scenarios in
which students compete to keep the system up and
running in the presence of multiple issues. Preliminary
experience indicates that (1) students find the tool
engaging and (2) it is a manageable way in which to
give students a novel perspective on interaction with
complex distributed systems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McMaster:2009:TMG,
author = "Kirby McMaster and Brian Rague and Steven Hadfield",
title = "Two mathematical gestalts for computer theory",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "251--255",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508957",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Many Computer Science educators have campaigned to
increase mathematical content in the computing
curriculum. However, mathematical concepts are often
presented in a manner that conflicts with the general
mental framework, or gestalt, of CS students.
Fortunately, there is more than one gestalt in
mathematics. In previous research, we developed two
scales for measuring mathematical gestalt in books-a
Logical Math scale and a Computational Math scale. In
this paper, we apply our two scales to current Computer
Theory books to assess the relative emphasis these
books give to each gestalt. Our findings have relevance
in the development of approaches for teaching
mathematical topics in computer courses, especially
Computer Theory courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Buck:2009:HIO,
author = "Duane Buck and David J. Stucki",
title = "The hidden injuries of overloading {'ADT}'",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "256--259",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508958",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "The most commonly stated definition of abstract data
type (ADT) is that it is a domain of values and the
operations over that domain. So, for example, a
language's built-in types, like int are seen to be
ADTs. It is our opinion that a pure interpretation of
this definition yields a semantics in which using an
ADT is the same as using built-in types: the operations
are side effect free and there is no concern over
alias, shallow copy or synchronization problems.
Unfortunately, the term abstract data type has over
time been associated with at least three distinct
meanings, and those incompatible definitions have often
been conflated, causing confusion to students and
textbook authors alike. We believe that this has
resulted in a loss of appreciation for the value-based
semantics of ADTs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lu:2009:TAC,
author = "James J. Lu and George H. L. Fletcher",
title = "Thinking about computational thinking",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "260--264",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508959",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Jeannette Wing's call for teaching Computational
Thinking (CT) as a formative skill on par with reading,
writing, and arithmetic places computer science in the
category of basic knowledge. Just as proficiency in
basic language arts helps us to effectively communicate
and in basic math helps us to successfully quantitate,
proficiency in computational thinking helps us to
systematically and efficiently process information and
tasks. But while teaching everyone to think
computationally is a noble goal, there are pedagogical
challenges. Perhaps the most confounding issue is the
role of programming, and whether we can separate it
from teaching basic computer science. How much
programming, if any, should be required for CT
proficiency? We believe that to successfully broaden
participation in computer science, efforts must be made
to lay the foundations of CT long before students
experience their first programming language. We posit
that programming is to Computer Science what proof
construction is to mathematics, and what literary
analysis is to English. Hence by analogy, programming
should be the entrance into higher CS, and not the
student's first encounter in CS. We argue that in the
absence of programming, teaching CT should focus on
establishing vocabularies and symbols that can be used
to annotate and describe computation and abstraction,
suggest information and execution, and provide notation
around which mental models of processes can be built.
Lastly, we conjecture that students with sustained
exposure to CT in their formative education will be
better prepared for programming and the CS curriculum,
and, furthermore, that they might choose to major in CS
not only for career opportunities, but also for its
intellectual content.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boustedt:2009:ISL,
author = "Jonas Boustedt and Robert McCartney and Katherine
Deibel and Jim Huggins and Beth Simon and Suzanne
Westbrook and The Mystery Presenter",
title = "It seemed like a good idea at the time",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "265--266",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508961",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McGettrick:2009:RAI,
author = "Andrew McGettrick and Ren{\'e}e McCauley and Richard
LeBlanc and Heikki Topi",
title = "Report on the {ACM\slash IEEE-CS} undergraduate
curricula recommendations",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "267--268",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508963",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gal-Ezer:2009:PHS,
author = "Judith Gal-Ezer and Orit Hazzan and Noa Ragonis",
title = "Preparation of high school computer science teachers:
the {Israeli} perspective",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "269--270",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508965",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This special session examines frameworks for the
preparation of high school computer science (CS)
teachers from the Israeli perspective. Specifically,
several Israeli CS teacher preparation programs and
their components are presented. The presentation
includes both a general overview and a detailed
description of the actual implementation of such
programs. This bipolar presentation, we suggest,
provides practical guidelines with respect to CS
teacher preparation, both for policy makers and for
faculty members who wish to establish a CS teacher
preparation program at their universities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rodger:2009:EMS,
author = "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",
title = "Engaging middle school teachers and students with
{Alice} in a diverse set of subjects",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "271--275",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508967",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper describes the integration of the Alice $3$D
virtual worlds environment into a diverse set of
subjects in middle school, including the development of
tutorials, example worlds and lesson plans. In the
summer of 2008 our experiences with middle school
teachers included three-weeks of training in Alice and
guidance in the development of lesson plans. Our
experiences with middle school students involved two
one-week summer camps of instruction in Alice. We found
both the teachers and the students strongly engaged
with Alice. The teachers created lesson plans with
Alice worlds to interactively teach a topic and other
lesson plans in which students build an Alice world on
a particular topic either from scratch or using a
template world. The students in the Alice camps had
both instruction in Alice and free time to develop
Alice worlds of their choice. We found that the
students used a large variety of basic Alice concepts
and computer science concepts in the worlds they built
in their free time.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cheung:2009:FGP,
author = "Joey C. Y. Cheung and Grace Ngai and Stephen C. F.
Chan and Winnie W. Y. Lau",
title = "Filling the gap in programming instruction: a
text-enhanced graphical programming environment for
junior high students",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "276--280",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508968",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "To address the unique demands and challenges of
educational computing, various kinds of environments,
including graphics-rich and textual environments, have
been proposed for use in introductory courses to
provide students with a rich and interesting learning
environment. In our experience, students in Grade 7 and
younger respond best to the graphics environments while
senior high school students prefer a conventional
textual programming environment. Clearly, this leaves a
gap at Grade 11-13, with students often on the one hand
finding the graphics-based environments too limited and
on the other finding the textual environments too
difficult. In this paper, we propose a text-enhanced
graphical programming environment which is innovative
and interactive, and designed for junior high students
with no programming experience. This environment allows
students to design their own creative stories or
programs. They build their programs using drag-and-drop
iconic blocks, but unlike other, similar icon-based
programming languages, they are also presented with the
syntax of the actual program they are constructing in
real-time. Once a particular icon block has been
dropped in the programming area, the syntax statements
corresponding to that block is immediately generated
and presented to the user. The environment also allows
them to modify the code without any limitations. Our
results show that our textual-graphical hybrid
environment has a positive impact on the learning
experience of the students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kacmarcik:2009:ICP,
author = "Gary Kacmarcik and Sylvie Giral Kacmarcik",
title = "Introducing computer programming via {Gameboy} advance
homebrew",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "281--285",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508969",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper describes our work motivating a group of
students (grades 5-8) to learn real-world computer
programming by introducing them to homebrew development
for the Nintendo Gameboy Advance (GBA) and DS (NDS)
systems using C. Students use a freely available
professional toolchain (devkitPro) for development. A
custom application was written that allowed the
students to easily create their own tilesets (sprites
and background maps) and quickly get started building
their first ROMs. A series of tutorials was created to
complement the program and help the students through
the creation of their first game.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cicirello:2009:REP,
author = "Vincent A. Cicirello",
title = "On the role and effectiveness of pop quizzes in
{CS1}",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "286--290",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508971",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "In this paper, we explore the potential important role
that unannounced (or ``pop'') quizzes can play in CS-1.
``Pop'' quizzes generate continual feedback to both the
student and the instructor of the course. They also
encourage students to avoid missing class unless
necessary. We present the results of a three year study
on the effectiveness of ``pop'' quizzes in CS-1. Our
results demonstrate that students who experience
``pop'' quizzes in CS-1 score higher on exams than do
their counterparts who did not experience ``pop''
quizzes. This appears especially true for
upperclassmen, particularly for juniors. The use of
``pop'' quizzes in CS-1 also improves performance on
programming assignments for juniors. CS/IS majors and
Math majors both receive a greater benefit from ``pop''
quizzes than do other non-majors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hundhausen:2009:IPC,
author = "Christopher Hundhausen and Anukrati Agrawal and Dana
Fairbrother and Michael Trevisan",
title = "Integrating pedagogical code reviews into a {CS} 1
course: an empirical study",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "291--295",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508972",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Formal code inspections are employed by teams of
professional software engineers to identify software
defects and improve the quality of software. After
reviewing a piece of code individually, members of an
inspection team come together to log the issues they
have found, and to find new ones. Within the scope of a
multi-institutional research project to adapt, refine,
and evaluate studio-based learning methods in computing
education, we are developing an adaptation of the
formal code inspection called the pedagogical code
review for use in lower-division computer science
courses. In a pedagogical code review, a group of three
to four students, led by a trained moderator, (a) walk
through segments of each other's programming
assignments, (b) check the code against a list of best
coding practices, and (c) discuss and log issues that
arise. We implemented pedagogical code inspections in
three lab sessions of a CS 1 course. Through an
analysis of inspection logs and exit surveys, we
compiled evidence that the reviews improved the quality
of students' code, stimulated increasingly
sophisticated discussions of programming issues and
practices, and promoted a sense of community.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fenwick:2009:ALB,
author = "James B. {Fenwick, Jr.} and Cindy Norris and Frank E.
Barry and Josh Rountree and Cole J. Spicer and Scott D.
Cheek",
title = "Another look at the behaviors of novice programmers",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "296--300",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508973",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper reports on the progress of an NSF funded
research project investigating the development
practices of students in introductory programming
courses. In previous work, we describe our extension of
the BlueJ IDE to capture events associated with program
development. Here we report on data collected during
the Fall 2007 and Spring 2008 semesters on CS 1
students. In particular, we show that our data analysis
independently confirms the results obtained in separate
studies by Jadud [3, 2]. In addition we use our
empirical evidence to discern some higher level
``patterns'' of beginning student programming behaviors
including potential cheating and the impact on success
of students starting projects late.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rusu:2009:AAI,
author = "Adrian Rusu and Amalia Rusu and Rebecca Docimo and
Confesor Santiago and Mike Paglione",
title = "Academia-academia-industry collaborations on software
engineering projects using local-remote teams",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "301--305",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508975",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "It is widely recommended by both academia and industry
that today's technology and software engineering
students be well prepared for industry before
graduation, especially given global outsourcing and
other trends. Various methods have been developed to
ensure student readiness, including co-ops and capstone
courses. These approaches increasingly use real-world
projects for their benefits to industry and often to
the community at large. In this paper, we argue that
students can be prepared to effectively join industry
and keep the US technology workforce competitive
through a curriculum that includes a theoretical
software engineering course with real-world projects
and the collaboration of paired teams across two or
more universities. We present a case study of a
successful teaching experience that features these
aspects, and describe the outcome along with the unique
perspective of a participating student.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tabrizi:2009:ICS,
author = "M. H. N. Tabrizi and Carol B. Collins and Vipul
Kalamkar",
title = "An international collaboration in software
engineering",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "306--310",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508976",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Students in software engineering need experiences that
prepare them for a global work environment that is more
and more likely to be structured around team work in
which team members may come from a variety of
disciplines and cultures and be geographically
dispersed. New grads in software engineering are more
and more likely to communicate with team members and
managers solely via electronic means (e.g.,
teleconference, videoconference, e-mail, e-file
sharing). This paper describes a highly successful
international collaboration of students from two
universities enrolled in undergraduate software
engineering classes, one in the USA and the other in
India. Within a semester, these students collaborated
remotely to produce software for a leading
international software development company. This
collaboration, repeated for two semesters and planned
for a third, met all learning objectives while
successfully producing the desired software. This
experience truly engaged our students and enabled the
students to learn via a standard course in software
engineering about many aspects of professional practice
without resorting to special programs like
co-op/internships, honors/research independent study,
or capstones.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Morelli:2009:FEI,
author = "Ralph Morelli and Trishan de Lanerolle",
title = "Foss 101: engaging introductory students in the open
source movement",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "311--315",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508977",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Can engaging students in free and open source software
(FOSS) pique their interest in computer science? This
paper describes an introductory computer science course
that introduced students to using FOSS, to contributing
to a humanitarian FOSS project, and to studying the
broader impact of FOSS on our society. Students learned
basic webprogramming skills (PHP/MySQL) and made small
but significant contributions to a global FOSS project.
Mistakes were made and opportunities were missed. But
overall the experiment was a success and the experience
was enjoyable and educational for students and
instructor alike. By building on what worked well, this
course could serve as a model for incorporating study
of FOSS into the introductory computing curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brinkman:2009:HWB,
author = "Bo Brinkman",
title = "The heart of a whistle-blower: a corporate
decision-making game for computer ethics classes",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "316--320",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508979",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "I describe a simple game for use in starting a class
discussion about corporate decision-making and
whistle-blowing. The game allows students to experience
the power of managers to influence (for good or bad)
the decisions of their underlings, and the
counter-balancing powers held by workers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Eagle:2009:EEE,
author = "Michael Eagle and Tiffany Barnes",
title = "Experimental evaluation of an educational game for
improved learning in introductory computing",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "321--325",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508980",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "We are developing games to increase student learning
and attitudes in introductory CS courses. Wu's Castle
is a game where students program changes in loops and
arrays in an interactive, visual way. The game provides
immediate feedback and helps students visualize code
execution in a safe environment. We compared the game
to a traditional programming assignment in an
introductory CS course. In our study, half of the
students were randomly selected to play the learning
game first and half to write a program first. Our
results show that students who play our learning game
first outperform those who write a program before
playing the game. Students in the game-first group felt
they spent less time on the assignments, and all
students preferred the learning game over the program.
These results suggest that games like Wu's Castle can
help prepare students to create deeper, more robust
understanding of computing concepts while improving
their perceptions of computing homework assignments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Navarro:2009:MSE,
author = "Emily Navarro and Andr{\'e} van der Hoek",
title = "Multi-site evaluation of {SimSE}",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "326--330",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508981",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "In this paper, we describe a multi-site evaluation of
SimSE, an educational software engineering simulation
game. This study was designed to build on our previous
experience of evaluating SimSE in courses and
controlled lab settings at UC Irvine, in order to
validate our findings and discover any factors that
come into play when SimSE is used in other
institutions. The study consisted of three different
universities using SimSE in their respective courses
and reporting the results to us. The results confirmed
several of our previous findings, as well as
highlighted a number of critical considerations that
must be taken into account when using SimSE in a
course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tymann:2009:FAC,
author = "Paul T. Tymann and Laurie White",
title = "The future of the {AP CS} program",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "331--332",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508983",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "The objective of this special session is to provide an
opportunity for computer science educators, at both the
college and high school level, to provide input to the
AP CS Development Committee as it refines the
curriculum for the A course in light of the elimination
of the AB exam. The input and active participation of
educators attending this special session will help the
members AP CS Development Committee to define a course
and exam that continues to meet the high standards for
teaching and learning required in the comparable
college course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Appel:2009:MMB,
author = "Florence A. Appel and Katherine Deibel and C. Dianne
Martin and Joseph D. Oldham and Tarsem S. {Purewal,
Jr.} and Carol L. Spradling",
title = "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",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "333--334",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508985",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Salter:2009:NMC,
author = "Richard M. Salter and Robert D. Cupper and Stuart
Hirshfield and Alexa M. Sharp",
title = "New models for the {CS1} course: a fifteen year
retrospective",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "335--336",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508987",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bayliss:2009:UGI,
author = "Jessica D. Bayliss",
title = "Using games in introductory courses: tips from the
trenches",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "337--341",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508989",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Computer Science degree program enrollments have
fallen precipitously since the year 2000 and it is not
surprising that novel approaches to education are being
tried to both attract and retain students. One of the
areas with a record of success is with using games in
introductory programming courses. While there are
several successful programs, the drawbacks of these
approaches are not commonly discussed along with their
benefits. Having run a successful game-based program
that retained students within the CS major at a 93\%
rate, we discuss both the benefits of the program as
well as the problems that need to be considered and
overcome.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Morrison:2009:EGT,
author = "Briana B. Morrison and Jon A. Preston",
title = "Engagement: gaming throughout the curriculum",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "342--346",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508990",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper considers how gaming has been infused into
the computing curriculum of institutions in the United
States. To increase motivation of students and improve
retention, many programs have begun using gaming in
their introductory courses, as upper level electives,
or as separate degree programs. The authors review the
current use of gaming within curricula and analyze the
content of game development degree programs. Finally,
the authors describe plans at their institution to
incorporate gaming throughout the computing curriculum
and present initial results.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McGill:2009:WGD,
author = "Monica McGill",
title = "Weighted game developer qualifications for
consideration in curriculum development",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "347--351",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508991",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Game development programs are being added to computer
science departments as either a track, minor, or major
in post-secondary institutions across the United
States. These programs are being developed with little
published quantitative or qualitative research on what
such programs should entail. The quantitative research
in this pilot study defines qualifications sought when
hiring game developers for positions in industry. Using
cross-sectional data, qualifications from job
advertisements were coded, categorized, and then
subcategorized and weighted totals were calculated
based on skills being either required or desired.
Weighted totals in each subcategory were compared and
ranked. The top 10 qualifications are provided, along
with a breakdown of rankings of all subcategories
within each category. Subcategories of Languages and
Tools/Environments are also discussed briefly to
highlight key qualifications in each.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sanderson:2009:RAP,
author = "Donald B. Sanderson",
title = "Revising an assessment plan to conform to the new
{ABET--CAC} guidelines",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "352--356",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508993",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper will describe the changes made to an
existing student outcomes assessment system to more
closely conform to the new assessment guidelines of the
Computer Accreditation Commission of ABET. The
processes, results and effectiveness of the techniques
will be examined.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Riedesel:2009:MAE,
author = "Charles P. Riedesel and Eric D. Manley and Susan Poser
and Jitender S. Deogun",
title = "A model academic ethics and integrity policy for
computer science departments",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "357--361",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508994",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "For decades, US universities and colleges have had
policies pertaining to the conduct of their students at
the institutional level. These policies are referred to
as Academic Integrity Policies or Codes of Conduct. The
Code of Ethics, instituted by Association of Computing
Machinery (ACM) has been the standard for the computing
sciences profession for over 15 years. However, the
traditional institution-wide academic integrity
policies have not adapted to the complexities that
arose from rapid progress in information technology
(IT) and thus either fail to address or are in conflict
with the nature of problems in computer science
education. In this paper, we propose a model for
development and implementation of an academic ethics
policy (ethics is a broader concept that includes
integrity) that addresses the challenges imposed by
information technology vis-{\'a}-vis the best modern
teaching practices in computer sciences and
engineering. Implementing policies that are more in
line with the methods of industry and compatible with
newer educational pedagogies should make the whole
educational environment more engaging to students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Talebi:2009:MMM,
author = "Mujtaba Talebi and Thomas Way",
title = "Methods, metrics and motivation for a green computer
science program",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "362--366",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508995",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Computer science educators are uniquely positioned to
promote greater awareness of Green Computing, using the
academic setting to encourage environmentally conscious
use of technology. This paper reports on practical
techniques that can engage faculty and students,
enabling Green Computing to be integrated into the
classroom and research laboratory. Analysis and
empirical evaluation of each reported technique is
given, comparing the efficacy of each in terms of
energy, environmental and financial cost savings. These
results are provided as technological and economic
evidence for the benefits of ``Going Green,'' and to
promote education in Green Computing in the classroom,
department and research lab.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wick:2009:UPH,
author = "Michael R. Wick",
title = "Using programming to help students understand the
value of diversity",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "367--371",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508997",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper describes an entry-level programming
assignment that can be used to help students learn the
value of diversity through computer programming. The
assignment was given as part of a preliminary
experiment to establish the impact of a student
programming assignment on student attitudes toward
cultural diversity. The results provide suggestive
evidence that students learn to value diversity via the
given programming assignment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Arshad:2009:TPP,
author = "Naveed Arshad",
title = "Teaching programming and problem solving to {CS2}
students using think-alouds",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "372--376",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508998",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Many studies have shown that students often face
difficulty in applying programming concepts to design a
program that solves a given task. To impart better
problem solving skills a number of pedagogical
approaches have been presented in the literature.
However, most of these approaches provide a general
strategy of problem solving. But in reality problem
solving is a skill that is developed with experience
over a period of time. In this paper, we present a
pedagogical approach to teach problem solving using
think-alouds. In a think-aloud problem solving approach
students learn the skill of problem solving by closely
observing an 'experienced programmer. We used this
approach in a CS2 class and our evaluation results show
that think-aloud problem solving is an extremely
effective pedagogical technique, particularly for
female students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hansen:2009:APP,
author = "Stuart A. Hansen",
title = "Analyzing programming projects",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "377--381",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1508999",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Retaining students in Computer Science may be improved
by engaging them in the learning process while
preventing them from becoming overly frustrated. While
engaging students during lecture is certainly
important, most students spend a significant amount of
time working on programming projects outside of class.
Gaining a deep understanding of student engagement in
programming is difficult, since the instructor is
seldom present during the process. This paper presents
the results of student surveys administered after each
programming project for multiple sections of two
courses: CS2, and Data Structures and Algorithms. We
analyze the data in terms of engagement, frustration
and niftiness.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Reiser:2009:FTL,
author = "Susan L. Reiser and Rebecca F. Bruce",
title = "Fabrication: a tangible link between computer science
and creativity",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "382--386",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509001",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "In this paper, we describe our CS0 course, $3$D
Modeling and Fabrication, that includes a
service-learning CNC milling project as a high tech
hook to interest students, both our own and middle
school students, in computer science and engineering.
Among the CS0 learning outcomes achieved through the
design and fabrication projects are computer literacy,
writing-across-the curriculum, and development of
problem-solving skills such as quantitative reasoning
and critical thinking. This course is situated in the
Integrated Liberal Studies program at University of
North Carolina at Asheville. It can be offered as part
of any general education program to fulfill a computer
literacy or writing-across-the-curriculum requirement.
Taking an idea and nurturing it from a concept to a
model, to a series of working drawings, and then to a
three-dimensional prototype is exciting and fun, and
leaves a tangible reminder of the creativity inherent
in computer science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Flatland:2009:UMI,
author = "Robin Y. Flatland and James R. Matthews",
title = "Using modes of inquiry and engaging problems to link
computer science and mathematics",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "387--391",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509002",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "In this paper we show how an engaging problem can be
used in both a discrete mathematics course and a
programming course as a way to expose students to
multiple methods of inquiry and to strengthen the links
between the two courses. Since students typically take
Discrete Mathematics and a programming course
simultaneously, this is an opportunity for them to
analyze a problem from multiple perspectives during a
single semester. We describe how we have accomplished
this using a relatively new problem that is easily
stated and has a surprising solution that defies
intuition. In the programming course, students
experienced a design/empirical approach to the problem
by implementing simulations of various solutions and
collecting experimental results. By adjusting the
emphasis of the programming assignment, we show that it
can fit naturally into a range of programming courses,
i.e., courses on introductory programming, data
structures, and object-oriented techniques. In the
Discrete Mathematics course, students analyzed
solutions using tools from counting, probability, and
calculus. We observed that by linking the two courses
using a common problem, our students were more
cognizant of inquiry methods and student engagement
increased.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brown:2009:CDG,
author = "Christopher Brown and Robert Pastel",
title = "Combining distinct graduate and undergraduate {HCI}
courses: an experiential and interactive approach",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "392--396",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509003",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "We developed combined graduate and undergraduate
courses in which undergraduates created a prototype
based on user-centered design, and graduate students
worked with them to evaluate those prototypes based on
common usability principles. It provided undergraduate
students experience practicing user centered design,
while providing graduate students experience with
usability evaluation. It also provided graduate
students the opportunity to introduce current HCI
research areas to students who may be considering
graduate school. The course successfully engaged both
graduate and undergraduate students while providing a
beneficial experience through their interactions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Astrachan:2009:APC,
author = "Owen Astrachan and Henry Walker and Chris Stephenson
and Lien Diaz and Jan Cuny",
title = "Advanced placement computer science: the future of
tracking the first year of instruction",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "397--398",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509005",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "The Advanced Placement (AP) Computer Science program
is intended to reflect enough of a common core of a
first semester or year of university-level computer
science so that placement or credit can be awarded for
work done before college. The SIGCSE symposia have a
long history of providing forums for discussing the
evolution of the AP program from its inception [1] to
the transition from Pascal to C++ [3] to the transition
from C++ to Java [2,5,7,8,9]. Panels related to how
credit and placement are awarded have also been part of
the SIGCSE conferences [4,6]. This special session is a
report of the ongoing process of developing new and
possible wide-ranging changes to the AP program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barker:2009:TDC,
author = "Lecia J. Barker and Elizabeth Adams and Amardeep
Kahlon and Andrea Lawrence and Allison Young",
title = "Trends and discoveries of the computing educators oral
history project",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "399--400",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509007",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pivkina:2009:HST,
author = "Inna Pivkina and Desh Ranjan and Jerry Lodder",
title = "Historical sources as a teaching tool",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "401--402",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509009",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rodger:2009:IEA,
author = "Susan H. Rodger and Eric Wiebe and Kyung Min Lee and
Chris Morgan and Kareem Omar and Jonathan Su",
title = "Increasing engagement in automata theory with
{JFLAP}",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "403--407",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509011",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "We describe the results from a two-year study with
fourteen universities on presenting formal languages in
a more visual, interactive and applied manner using
JFLAP. In our results the majority of students felt
that having access to JFLAP made learning course
concepts easier, made them feel more engaged in the
course and made the course more enjoyable. We also
describe changes and additions to JFLAP we have made
based on feedback from users. These changes include new
algorithms such as a CYK parser and a user-controlled
parser, and new resources that include a JFLAP online
tutorial, a wiki and a listserv.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Philpott:2009:USP,
author = "Anne Philpott and Tony Clear and Jacqueline Whalley",
title = "Understanding student performance on an algorithm
simulation task: implications for guided learning",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "408--412",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509012",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper extends the work of the BRACElet project
[17] by assessing the program comprehension skills of
intermediate level students. Student performance on a
pathfinder algorithm simulation task is reviewed to
assess the students' comprehension levels, as
categorized according to the SOLO educational taxonomy.
The paper describes the nature of student responses,
and the variety of representations provided,
illustrating the role of discovery in effective student
learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brownfield:2009:LGS,
author = "Andrew Brownfield and Cindy Norris",
title = "{LC3uArch}: a graphical simulator of the {LC-3}
microarchitecture",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "413--417",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509013",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "The small instruction set size of the LC-3 as well as
its similarities to more powerful instruction sets make
it an ideal hypothetical machine for introductory
computer science and computer engineering students.
Several tools are available for working with this
hypothetical machine including simulators, and
assemblers for various platforms. We have created an
additional tool, LC3uArch, that is useful for debugging
LC-3 programs like the existing simulators, but unlike
existing simulators also helps student to develop an
understanding of the LC-3 microarchitecture. The
results of a student survey on the use of LC3uArch
indicate our students find LC3uArch a valuable learning
tool.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Salter:2009:AED,
author = "Richard M. Salter and John L. Donaldson",
title = "Abstraction and extensibility in digital logic
simulation software",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "418--422",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509014",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Students of Computer Organization should be able to
``learn by doing'' at all levels of computer design.
Digital logic circuitry is frequently taught using
simulation software, however such platforms are often
limited to exposing only a narrow range of design
levels. This paper describes how, in the new multilevel
simulation system DLSim 3, we are able to incorporate
abstraction and extensibility to present the many
levels of complex circuit designs in a single
environment: from low level combinational and
sequential circuits, through models of complete CPUs.
Among other features, DLSim 3 is able to accomplish
this by providing three different types of circuit
abstraction: cards, chips, and plug-ins. Using DLSim 3,
students recognize the uniformity of system structure,
as well as the principles of abstraction that link the
various levels of design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nickens:2009:IHE,
author = "Glenn V. Nickens and Ethan J. Tira-Thompson and Thorna
Humphries and David S. Touretzky",
title = "An inexpensive hand-eye system for undergraduate
robotics instruction",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "423--427",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509016",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Hand-eye systems combine computer vision with
kinematics and dynamics calculations to achieve
dexterous manipulation. These versatile platforms for
teaching robotics principles have not been widely used
in undergraduate laboratories due to cost. We describe
a new hand-eye system constructed from Robotis
Dynamixel servos, a USB interface module, and a webcam,
that can be built for under \$500 and run by a PC using
the Tekkotsu open source software framework. A
suggested curriculum is outlined.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lauwers:2009:CDD,
author = "Tom Lauwers and Illah Nourbakhsh and Emily Hamner",
title = "{CSbots}: design and deployment of a robot designed
for the {CS1} classroom",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "428--432",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509017",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "We present CSbots, an ongoing program to use robots as
educational tools in the Introduction to Computer
Science (CS1) course. We aim to use robotics to improve
learning and retention by altering course work so that
it is more relevant to students. In our development
process we use an iterative cycle composed of design,
pilot, and evaluation steps. We have completed the
first of these cycles, the alpha cycle, and describe
the robot hardware, software, and curriculum
development processes as well as key evaluation results
from pilots conducted at two community colleges in Fall
2007. We discuss the implications of these results and
our experiences on the in-progress beta design cycle
and planned pilots.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Summet:2009:PCR,
author = "Jay Summet and Deepak Kumar and Keith O'Hara and
Daniel Walker and Lijun Ni and Doug Blank and Tucker
Balch",
title = "Personalizing {CS1} with robots",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "433--437",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509018",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "We have developed a CS1 curriculum that uses a
robotics context to teach introductory programming [1].
Core to our approach is that each student has their own
personal robot. Our robot and software have been
specifically developed to support the needs of a CS1
curriculum. We frame traditional problems (robot
control) in terms that are personal, relevant, and fun.
Initial trial classes have shown that our approach is
successful and adaptable.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{McWhorter:2009:DLM,
author = "William Isaac McWhorter and Brian C. O'Connor",
title = "Do {LEGO\reg{} Mindstorms\reg} motivate students in
{CS1}?",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "438--442",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509019",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "The purpose of the research study described in this
paper was to investigate the effectiveness of using
LEGO Mindstorms robotic activities to influence student
motivation in an introductory university computer
programming course. Various aspects relating to student
motivation were measured using the Motivated Strategies
for Learning Questionnaire. Tests revealed no
statistically significant differences between groups in
relation to intrinsic goal orientation, task value,
control of learning beliefs, self-efficacy, and test
anxiety at the alpha = .05 level. The experiment did
detect a statistically significant difference between
groups in relation to extrinsic goal orientation. The
LEGO group, however, showed a larger decrease in levels
of extrinsic goal orientation, suggesting they were
less motivated in learning the material for rewards
such as grades. While this is not necessarily a bad
thing, ideally a decline in extrinsic goal orientation
would be accompanied by a statistically significant
increase in intrinsic goal orientation suggesting
students were instead motivated because they were
interested in the content of the material. This was not
the case in this study. Despite the lack of positive
quantitative results, responses to student follow-up
questions suggest that at least some of the students
enjoyed the LEGO Mindstorms activities. A discussion of
possible factors influencing these results is
provided.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Schocken:2009:SCH,
author = "Shimon Schocken and Noam Nisan and Michal Armoni",
title = "A synthesis course in hardware architecture,
compilers, and software engineering",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "443--447",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509021",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "We describe a synthesis course that provides a
hands-on treatment of many hardware and software topics
learned in computer science (CS) programs. Using a
modular series of twelve projects, we walk the students
through the gradual construction of a simple hardware
platform and a modern software hierarchy, yielding a
basic yet powerful computer system. In the process of
building the computer, the students gain a first-hand
understanding of how hardware and software systems are
designed and how they work together, as one enterprise.
The course web site contains all the materials
necessary to run this course in open source, and
students and instructors are welcome to use and extend
them freely. The course projects are modular and
self-contained, and any subset of them can be
implemented in any order and in any programming
language. Therefore, they comprise a flexible library
of exercises that can be used in many applied CS
courses. This paper gives a description of the approach
and the course, juxtaposed against general educational
principles underlying meaningful learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Black:2009:BOS,
author = "Michael D. Black",
title = "Build an operating system from scratch: a project for
an introductory operating systems course",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "448--452",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509022",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper describes a semester project where students
design an operating system from the ground-up, capable
of booting from a floppy disk on an actual machine.
Unlike previous projects of this kind, this project was
designed for students with only one semester of
programming experience and no prior exposure to data
structures, assembly language, or computer
organization. Students nevertheless wrote a full system
consisting of system calls, program execution, a file
system, a command-line shell, and support for
multiprocessing. The project was assigned to a class
and successfully completed by nearly every student.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pfaff:2009:PIO,
author = "Ben Pfaff and Anthony Romano and Godmar Back",
title = "The pintos instructional operating system kernel",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "453--457",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509023",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Pintos is an instructional operating system, complete
with documentation and ready-made, modular projects
that introduce students to the principles of
multi-programming, scheduling, virtual memory, and
filesystems. By allowing students to run their work
product on actual hardware, while simultaneously
benefiting from debugging and dynamic analysis tools
provided in simulated and emulated environments, Pintos
increases student engagement. Unlike tailored versions
of commercial or open source OS such as Linux, Pintos
is designed from the ground up from an educational
perspective. It has been used by multiple institutions
for a number of years and is available for wider use.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Draper:2009:HCC,
author = "Geoffrey M. Draper and Robert R. Kessler and Richard
F. Riesenfeld",
title = "A history of computing course with a technical focus",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "458--462",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509024",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Many courses on the history of computing are designed
for a general student audience, and as such, include
fewer technical details than one might find in a
typical CS course. While this approach is appropriate
in some contexts, it risks losing the interest of the
students who could perhaps benefit most from the
subject-namely, future computer scientists. This paper
describes a technically-oriented History of Computing
course which we taught at the University of Utah in
2008. Like other History of Computing courses, ours
included a significant amount of writing and
discussion. However, inasmuch as our course was created
specifically for CS students, we also incorporated
several ``hands-on'' programming exercises and
demonstrations, giving students actual experience with
the computing environments of the past. Students and
faculty alike have responded enthusiastically to this
dual-faceted approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{vanLangeveld:2009:TMD,
author = "Mark Christensen van Langeveld and Robert Kessler",
title = "Two in the middle: digital character production and
machinima courses",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "463--467",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509026",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Many Universities and Colleges are building
interdisciplinary programs between engineering and fine
arts that focus on games, special effects, animation
and other areas that require interdisciplinary efforts.
This is in response to the needs of the entertainment
industries. The video game and $3$D animation
businesses fundamentally involve computer scientists
and artists working closely together. The Entertainment
Arts and Engineering (EAE) program (founded in 2007) is
an undergraduate interdisciplinary program at the
University of Utah (UofU). Students pursuing an
animation or computer science degree may enroll in the
program as a means of focusing their education on
digital arts and entertainment. Two courses taught at
the UofU with curriculum in the middle of the continuum
between the two departments are the courses: Digital
Character Production and Machinima. These courses
provide an extraordinary applied learning experience
for students to combine learning concepts that are not
commonly taught together. The curriculums are designed
to teach students to breakdown extremely complex
problems, requiring understanding from both
disciplines, into manageable segments that allow easy
understanding of diverse concepts from computer
graphics principles to sculptural ideology and from
graphic algorithms to film/storytelling. It is a
process that provides a direct view of the correlations
of the critical concepts from each of the disciplines.
This paper presents our insights from teaching and
reviewing these two classes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Raicu:2009:EUE,
author = "Daniela Stan Raicu and Jacob David Furst",
title = "Enhancing undergraduate education: a {REU} model for
interdisciplinary research",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "468--472",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509027",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper presents a successful model for
undergraduate research where student participants work
on interdisciplinary research projects; in our case, at
the frontier between computer science and medicine.
Students are part of research teams comprised of other
undergraduates, graduate students, faculty and medical
experts, participate in professional development and
training activities within the larger group, and
disseminate their results at the host institutions or
conferences specific to the interdisciplinary focus.
The model outcomes at the end of the first three years
(2005-2007) indicate that the interdisciplinary model
successfully (1) expanded the student participation in
research by recruiting students who might not otherwise
have research opportunities, (2) attracted a
diversified pool of talented students into science, (3)
promoted interdisciplinary undergraduate studies in
computer science and medical informatics as well as in
future graduate studies; and (4) trained students in
all phases of research, including writing and
presenting research papers at conferences.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Burg:2009:LCS,
author = "Jennifer Burg and Jason Romney",
title = "Linking computer science, art, and practice through
digital sound",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "473--477",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509028",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper reports on an NSF-grant supported summer
workshop that brought music and computer science
students together for eight weeks to explore creative
projects in digital sound production. The dynamics of
the students' collaborations were observed as they
crafted experimental projects weaving together music,
theatre production, sampled digital audio, and MIDI.
Moving among various levels of abstraction, the
students found practical and artistic motivations to
learn the science of digital sound. The projects they
produced suggest ways to revitalize computer science
courses by linking science, art, and practice through
digital sound, a subject naturally interesting to
students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Heines:2009:MPI,
author = "Jesse M. Heines and Gena R. Greher and Sarah Kuhn",
title = "Music performamatics: interdisciplinary interaction",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "478--482",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509029",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper describes how a graphical user interface
(GUI) programming course offered by the Dept. of
Computer Science (CS) was paired with a general
teaching methods course offered by the Dept. of Music
in an attempt to revitalize undergraduate CS education
and to enrich the experiences of both sets of students.
The paper provides details on the joint project done in
these classes and the evaluation that assessed its
effect on the curriculum, students, and professors.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2009:NA,
author = "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",
title = "Nifty assignments",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "483--484",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509031",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Assignments determine much of what students actually
take away from a course. Sadly, creating successful
assignments is difficult and error prone. With that in
mind, the Nifty Assignments session is about promoting
and sharing successful assignment ideas, and more
importantly, making the assignment materials available
for others to adopt.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Berque:2009:TSB,
author = "Dave A. Berque",
title = "A tutorial on stroke-based interfaces: unistroke
recognition algorithms appropriate for compelling
projects in introductory courses",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "485--486",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509033",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davies:2009:AEB,
author = "Gordon Davies and Lillian N. Cassel and Arthur Pyster
and Michael Caspersen and Heikki Topi",
title = "{ACM Education Board} and {Masters} level programs",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "487--488",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509035",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This special session will proved information about the
status of work related to Masters programs in
Computing. Specifically, the session will describe work
completed in the following areas: the categorization of
masters programs in computing, the development of
curriculum recommendations for masters programs in
software engineering, the collaborative work with the
Association for Information Systems on the Masters
program in Information Systems",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boland:2009:IPD,
author = "Michael G. Boland and Curtis Clifton",
title = "Introducing {PyLighter}: dynamic code highlighter",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "489--493",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509037",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Like a screenplay, a program is both a static artifact
and instructions for a dynamic performance. This
duality can keep laypeople from appreciating the
complexity of software systems and can be a stumbling
block for novice programmers. PyLighter lets laypeople
and novice programmers perceive the relationship
between static Python code and its execution. PyLighter
works with everything from simple console applications
to arcade-style games, and because PyLighter is easy to
adopt and use, instructors can integrate it into any
Python-based introductory course without changing the
rest of their syllabus.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Taylor:2009:PVP,
author = "David Scot Taylor and Andrei F. Lurie and Cay S.
Horstmenn and Menko B. Johnson and Sean K. Sharma and
Edward C. Yin",
title = "Predictive vs. passive animation learning tools",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "494--498",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509038",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "We investigate the effectiveness of a predictive
interaction animation tool for understanding graph
algorithms. We compare performance improvement of
students after they have used two different animation
tools for the given algorithms, when one of the tools
forces a more active, predictive approach while the
other is a more traditional animation. Results show
significant improvement in performance after students
use the predictive tool.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kumar:2009:DSA,
author = "Amruth N. Kumar",
title = "Data space animation for learning the semantics of
{C}++ pointers",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "499--503",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509039",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "We incorporated animation of the data space into a
web-based tutor for solving problems on C++ pointers
and made the tutor available to students. In evaluation
of the tutor, we found that data space animation indeed
helps students learn the semantics of pointers. But, it
is no more effective at this than text explanation of
the step-by-step execution of the program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lau:2009:LPT,
author = "Winnie W. Y. Lau and Grace Ngai and Stephen C. F. Chan
and Joey C. Y. Cheung",
title = "Learning programming through fashion and design: a
pilot summer course in wearable computing for middle
school students",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "504--508",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509041",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "As enrollments in engineering and computer science
programs around the world have fallen in recent years,
those who wish to see this trend reversed take heart
from findings that children are more likely to develop
an abiding interest in technology if they are exposed
to it at an early age [3, 9]. In line with this
research, we now see more summer camps and workshops
being offered to middle school students with the
objective of teaching programming and computer
technology [1, 6, 8, 12]. To offer students a
stimulating and interesting environment while teaching
computing subjects, the learning tools in these camps
usually revolve around robots and graphical programming
of animations or games. These tools tend to mainly
attract youngsters who like robotics or game design.
However, we believe that we can improve the diversity
of the student pool by introducing other topics. In
this paper, we describe our experience in designing and
organizing a programming course that focuses on
wearable computing, fashion and design for middle
school students. We will show that (1) wearable
computing is interesting and inspiring to the students,
(2) wearable computing motivates both boys and girls to
learn technology and computing, which implies that it
may be able to increase the potential computer science
population, (3) wearable computing can provide a space
for students to exercise their creativity while at the
same time, teaching them about technology and
programming.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pivkina:2009:YWC,
author = "Inna Pivkina and Enrico Pontelli and Rachel Jensen and
Jessica Haebe",
title = "{Young} women in computing: lessons learned from an
educational \& outreach program",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "509--513",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509042",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "This paper describes the Young Women in Computing
program, an ongoing outreach program in Computer
Science at New Mexico State University (NMSU). Features
of the program include summer camps and academic year
activities, computing in context, peer mentoring, and
role models. The main goal is to increase interest in
computing among female high school students. The paper
discusses lessons learned from three years of
experience with the program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cavender:2009:SAA,
author = "Anna C. Cavender and Richard E. Ladner and Robert I.
Roth",
title = "The {Summer Academy for Advancing Deaf and Hard of
Hearing in Computing}",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "514--518",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509043",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Deaf and hard of hearing students are an
underrepresented group in computing and face extra
challenges in university-level computing courses. This
paper describes a 9-week Summer Academy for Advancing
Deaf and Hard of Hearing in Computing that jump-starts
the academic careers of deaf and hard of hearing
students and strengthens their interest in computing.
Students take introductory computing and animation in a
fun, supportive, accessible environment. We report on
some of the problems students face and lessons we have
learned about helping them overcome those problems.
Through the academy, they meet other successful deaf
and hard of hearing technology professionals, tour top
computing companies, and display their own work to the
local deaf and hard of hearing community. Students gain
leadership, independent learning skills, and complete
the program better prepared for a college major in
computing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Baker:2009:ERD,
author = "Alex Baker and Andr{\'e} van der Hoek",
title = "An experience report on the design and delivery of two
new software design courses",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "519--523",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509045",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "In this paper, we report on our experience in
designing and delivering two new software design
courses in the Informatics major at UC Irvine. When the
major was created in 2004, it explicitly contained
slots for two software design courses to be created
from the ground up. The authors led this effort,
focusing one course on the topic of system design and
one course on the topic of implementation design. We
discuss the philosophy and pedagogy behind the courses,
present key class activities, and reflect on having
offered each course twice over the past two years.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Leonard:2009:IRF,
author = "Dana P. Leonard and Jason O. Hallstrom and Murali
Sitaraman",
title = "Injecting rapid feedback and collaborative reasoning
in teaching specifications",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "524--528",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509046",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "We describe an approach to teaching formal interface
specifications using aspects of the Collaborative
Reasoning Paradigm. The module requires students to
construct test cases independently and cooperatively
based on their understanding of a given set of method
specifications. Students are supported by
software-based reasoning assistants that guide them
through their exercises and provide realtime feedback
as they work --- both for the students and the
instructor. We describe the design of the course
module, the supporting reasoning assistant, and
representative reasoning exercises. We conclude with a
discussion of evaluation results from a recent pilot
study conducted at Clemson University.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Meneely:2009:PSD,
author = "Andrew Meneely and Laurie Williams",
title = "On preparing students for distributed software
development with a synchronous, collaborative
development platform",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "529--533",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509047",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Working remotely is becoming the norm for both
professionals and students alike. Software development
has become a global industry due to outsourcing,
teleworking, flex time, and companies' desire to use
the best and/or most economical talent regardless of
where that talent is located. Professionals are not
alone because students usually work from home despite
having sufficient resources on campus. In this paper we
share our experiences from using Jazz, a synchronous,
collaborative development platform, with our inevitably
distributed software engineering students. Eleven
students optionally used the tool while working on a
five-week team project. Students primarily used the
version control, chat, and work item features in Jazz.
We collected their reactions in retrospective essays
and found that all Jazz students supported using Jazz
in future semesters of the course. We also examined
grade differences and found that the students who used
Jazz were more successful than those who did not use
Jazz.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kessler:2009:EAE,
author = "Robert Kessler and Mark van Langeveld and Roger
Altizer",
title = "Entertainment arts and engineering (or how to fast
track a new interdisciplinary program)",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "539--543",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509049",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "The Entertainment Arts and Engineering (EAE) program
is a unique, new undergraduate interdisciplinary
program at the University of Utah bringing together the
School of Computing and the Division of Film Studies in
an effort to teach both video game development and
computer animation. Students pursuing a film or
computer science degree may enroll in the program as a
means of focusing their education on digital arts and
entertainment. The key characteristic of the program is
the shared classes where students from both Computer
Science and Fine Arts study together and cooperate on
game and animation projects. The program is highlighted
by a year-long capstone course in which the students
work together to make a video game or animated short
from scratch. This paper chronicles our efforts
starting the EAE program and demonstrates how to create
an interdisciplinary program that not only attracts
students to CS, but also equips them for careers or
research in video games and animation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lin:2009:ECS,
author = "Chi-Cheng Lin and Mingrui Zhang and Barbara Beck and
Gayle Olsen",
title = "Embedding computer science concepts in {K}-12 science
curricula",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "539--543",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509050",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "To engage a broader audience in computer science, we
have developed a set of curriculum units embedded with
computer science concepts for K-12 science education.
We chose bioinformatics as a vehicle to deliver these
units. Our curriculum development cycle began with the
identification of a set of computer science concepts
which are potentially relevant to life sciences.
Problems in life sciences as well as bioinformatics
tools to be used for solving these problems were
carefully examined for the delivery of identified
computer concepts. They were later presented to groups
of regional K-12 science teachers in our summer
workshop on bioinformatics. With their help, we adapted
and polished these curriculum units to meet Minnesota
state standards for K-12 science education. This paper
describes our approach in developing the curriculum
units.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ni:2009:WMC,
author = "Lijun Ni",
title = "What makes {CS} teachers change?: factors influencing
{CS} teachers' adoption of curriculum innovations",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "544--548",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509051",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Computer Science (CS) education researchers hope their
research has real impact on teaching practices.
Developers of innovative curricula and tools for CS
education want teachers to adopt their new approaches.
What convinces a CS teacher to change and adopt
something new--or not? This paper explores factors that
influence CS teachers' adoption and change. We studied
our workshop participants to determine factors
influencing their decision on whether to adopt a new CS
curriculum. The results from our study indicate that
multiple factors, some surprising, influence CS
teachers' adoption. Our findings suggest that teacher
excitement in a new approach drives adoption, while
more organizational or social issues inhibit
adoption.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Astrachan:2009:PFC,
author = "Owen Astrachan and Susanne Hambrusch and Joan Peckham
and Amber Settle",
title = "The present and future of computational thinking",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "549--550",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509053",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brown:2009:WSS,
author = "Richard Brown and Janet Davis and Samuel A. Rebelsky
and Brian Harvey",
title = "Whither scheme?: 21st century approaches to scheme in
{CS1}",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "551--552",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509055",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Abowd:2009:MIM,
author = "Gregory D. Abowd",
title = "Make {IT} matter: how computing can make a
difference",
journal = j-SIGCSE,
volume = "41",
number = "1",
pages = "553--553",
month = mar,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1539024.1509057",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:19 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of SIGCSE '09.",
abstract = "Years ago I was trained as a software engineering
researcher, well versed in the mathematical
abstractions of programming. However, influenced by the
writings and research of Mark Weiser and his Xerox PARC
Ubiquitous Computing group, I started to think about a
different way of doing research in computing. Computing
technology, as Weiser predicted, has become so
prevalent in our lives that we almost don't recognize
everything that is computationally-based in our
everyday world. In this talk, I will focus on how
information technologies woven into our everyday lives
can address significant problems in the delivery of
health care for vulnerable populations. My main
experience, driven by personal necessity, is with
developmental disabilities, but I hope that my story
will show how the integration of the physical and
digital worlds makes a real difference in our lives and
the lives of others.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Maibaum:2009:FMV,
author = "Tom Maibaum",
title = "Formal methods versus engineering",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "6--12",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595455",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Classical engineering is based on solid scientific and
mathematical foundations, but neither the science, nor
the mathematics, is simply borrowed from the scientists
or the mathematicians. Engineers develop their own
formulations of the relevant science and mathematics,
adapted to support the engineering knowledge used in
design of artefacts. There are many formulations of the
same science and mathematics, as classical engineering
is highly domain specific. A key question for Formal
Methods Education is whether uses and formulations of
mathematics used in software engineering should be
analogous to the situation in classical engineering
described above. The position advocated in this paper
is that the classical engineering approach is also
crucial for Formal Methods. We may well not be in a
position to teach a proper formulation of formal
methods until we have developed the appropriate
reformulations of the usually mathematically oriented
mathematics usually taught in computer science and
software engineering programmes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Liu:2009:TFM,
author = "Shaoying Liu and Kazuhiro Takahashi and Toshinori
Hayashi and Toshihiro Nakayama",
title = "Teaching formal methods in the context of software
engineering",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "17--23",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595457",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Formal methods were developed to provide systematic
and rigorous techniques for software development, and
they must be taught in the context of software
engineering. In this paper, we discuss the importance
of such a teaching paradigm and describe several
specific techniques for teaching formal methods. These
techniques have been tested over the last fifteen years
in our formal methods education programs for
undergraduate and graduate students at universities as
well as practitioners at companies. We also present a
curriculum to systematically introduce formal methods
to students at university and a successful program of
teaching formal methods to industry. Our experience
shows that students can gain confidence in formal
methods only when they learn their clear benefits in
the context of software engineering.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boute:2009:TPC,
author = "Raymond Boute",
title = "Teaching and practicing computer science at the
university level",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "24--30",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595458",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Universities offering Computing Science curricula
should do so at the university level. Taking pragmatic
shortcuts causes stagnation in professional practice.
The essential element is the pervasive presence
throughout the curriculum of mathematical modelling,
which is the role of Formal Methods in its original
sense. Mathematical fundamentals and concepts are
crucial, software tools are auxiliary and even
misleading without the former. Recommendations are
given for curriculum structure, specific key courses
and attitudes to instill in students and educators.
Comparison with other approaches is made. A conclusion
is that CS curricula should break outside the
limitations caused by conservative policy makers but
also self-imposed ones.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Blanco:2009:ICP,
author = "Javier Blanco and Leticia Losano and Nazareno Aguirre
and Mar{\'\i}a Marta Novaira and Sonia Permigiani and
Gast{\'o}n Scilingo",
title = "An introductory course on programming based on formal
specification and program calculation",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "31--37",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595459",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We report on our experience in teaching introductory
courses on programming based on formal specification
and program calculation, in two different Computer
Science programmes. We favour the use of logic as a
tool, the notion of program as a formal entity, as well
as some issues associated with efficiency. We also
review and use in practical cases some program
transformation strategies, such as generalisation,
tupling and modularisation. We describe our approach,
its advantages and drawbacks. Furthermore, we present
some preliminary results from an ongoing qualitative
research which intends to characterise, describe and
understand the students' experiences when taking these
courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tahara:2009:ECM,
author = "Yasuyuki Tahara and Nobukazu Yoshioka and Kenji
Taguchi and Toshiaki Aoki and Shinichi Honiden",
title = "Evolution of a course on model checking for practical
applications",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "38--44",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595460",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Although model checking is expected as a practical
formal verification approach for its automatic nature,
it still suffers from difficulties in writing the
formal descriptions to be verified and applying model
checking tools to them effectively. The difficulties
are found mainly in grasping the exact system
behaviors, representing them in formal languages, and
using model checking tools that fit the best to the
verification problems. Even capable software developers
need extensive education to overcome the difficulties.
In this paper, we report our education course of
practical applications of model checking in our
education project called Top SE. Our approach consists
of the following two features. First, we adopt UML as
the design specification language and create the
descriptions for each specific model checking tool from
the UML diagrams, to enable easy practical application
of model checking. Second, we build taxonomies of
system behaviors, in particular behaviors of concurrent
systems that are main targets of model checking. We can
organize the knowledge and the techniques of practical
model checking according to the taxonomies. The
taxonomies are based on several aspects of system
behaviors such as synchronization of transitions,
synchronization of communications, and modeling of
system environments. In addition, we make clear which
model checking tools fit which types of systems. We
treat the three different model checking tools: SPIN,
SMV, and LTSA. Each tool has its specific features that
make the tool easier or more difficult to be applied to
specific problems than others. In our education course,
we explain the taxonomies, the knowledge, and the
techniques using very simple examples. We also assign
the students exercises to apply the knowledge and the
techniques to more complicated problems such as the
dining philosopher problem, data copying between a DVD
recorder and a hard disk recorder, and the alternating
bit protocol.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Nishihara:2009:MCE,
author = "Hideaki Nishihara and Koichi Shinozaki and Koji
Hayamizu and Toshiaki Aoki and Kenji Taguchi and
Fumihiro Kumeno",
title = "Model checking education for software engineers in
{Japan}",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "45--50",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595461",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper is the preliminary report of a joint
research project on developing a body of knowledge on
model checking. The project is being carried out by
four organizations that give model checking courses to
software engineers in Japan. The paper explains the
main objective of the project and reports the results
of an evaluation of model checking programs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mery:2009:SRB,
author = "Dominique M{\'e}ry",
title = "A simple refinement-based method for constructing
algorithms",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "51--59",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595462",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The Event B modelling language provides a framework
for teaching programming methodology based on the
famous pre/post-specifications, together with the
refinement. We illustrate the call-as-event pattern for
helping users to use Event B. As teacher, we are using
students to evaluate our methodology and we give
comments in italic, when we have got reactions from our
students: a given definition, a concept related to our
methodology, for instance. We discuss points related to
our lectures at different levels of the university,
mainly master. Simple case studies illustrate the
teaching methodology based on interactive proofs.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Davies:2009:FMF,
author = "Jim Davies and Jeremy Gibbons",
title = "Formal methods for future interoperability",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "60--64",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595463",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Interoperability is a key challenge in software
engineering, whether expressed in terms of the
compatibility of different systems and protocols, in
terms of compliance to industry standards,
or--increasingly--in terms of the ability to share and
re-use data gathered in different contexts. Formal
methods are mathematical techniques for the precise
description of systems properties and behaviour, and
have an important role to play in the future provision
of interoperable systems and data. This paper describes
that role, and examines the implications for
present-day training and education.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gotterbarn:2009:TPP,
author = "Don Gotterbarn",
title = "Thinking professionally: professional computer ethics:
``i didn't do it'' is not good enough",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "65--66",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595465",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2009:THR,
author = "C. Dianne Martin",
title = "Taking the high road: ethics on the run: the principle
of the ordinary person",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "66--67",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595466",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kumar:2009:RRH,
author = "Deepak Kumar",
title = "Reflections: rebuilding history\ldots{} again!",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "67--69",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595467",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2009:TIT,
author = "Tony Clear",
title = "Thinking {ISsues}: the three p's of capstone project
performance",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "69--70",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595468",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Topi:2009:EAD,
author = "Heikki Topi",
title = "{IS} education: accreditation of degree programs in
information systems",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "70--71",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595469",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2009:CRR,
author = "Raymond Lister",
title = "{CS} research: rules for sustaining the discourse ---
engage!",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "72--74",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595470",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2009:CIC,
author = "Henry M. Walker",
title = "Classroom issues: course descriptions and public
relations for computer science",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "74--75",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595471",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hawthorne:2009:CCCa,
author = "Elizabeth K. Hawthorne",
title = "Community college corner: exploring {CAP-space}: the
next frontier in curricula, assessment and pedagogy",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "76--77",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595472",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gal-Ezer:2009:DED,
author = "Judith Gal-Ezer",
title = "Distance education: different models of course
development: from traditional distance education to
technology-based education",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "77--78",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595473",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Turner:2009:IVS,
author = "A. Joe Turner",
title = "{IFIP} vibes: the {Seoul} accord",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "78--79",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595474",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kaczmarczyk:2009:PGC,
author = "Lisa Kaczmarczyk",
title = "Percolations: get a clue: ditch the manual and take
the users' cues",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "79--80",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595475",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Astrachan:2009:BCE,
author = "Owen Astrachan",
title = "Out-of-the-box: cogito ergo hack",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "80--81",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595476",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2009:MCS,
author = "Peter B. Henderson",
title = "Math {CountS}: {SIGCSE} 2009 and {CS} unplugged",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "81--82",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595477",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2009:CCC,
author = "David Ginat",
title = "Colorful Challenges: chips game",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "82--83",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595478",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Parlante:2009:NAT,
author = "Nick Parlante",
title = "Nifty Assignments: too much inheritance",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "83--84",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595479",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gutierrez:2009:CSE,
author = "Juan M. Guti{\'e}rrez and Ian D. Sanders",
title = "Computer science education in {Peru}: a new kind of
monster?",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "86--89",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595481",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Peruvian law requires that prospective school teachers
be graduates of institutions which focus on preparing
them into the pedagogical aspects of teaching.
Unfortunately in the area of computing we believe that
the prospective teachers do not receive enough subject
specific training. In addition, the legal requirement
means that CS graduates, without teaching
qualifications, are disadvantaged if they attempt to
become teachers. The result is that computer science
education in high schools has become sterile and
uninteresting. We provide an analysis of the academic
status of these future teachers, with recommendations
geared towards academic and curricular change in this
area.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ibanez:2009:CRU,
author = "Jes{\'u}s Ib{\'a}{\~n}ez and Ana S{\'a}nchez",
title = "Constructive reduction: understanding uncomputability
through programming",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "90--94",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595482",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We present a programming approach to teach the
reduction technique in a computing engineering degree's
Computability Theory course. It is based in a computing
formalism that allows the students to analyze,
construct and transform programs as normal data in a
simple way. Reduction can then be tackled in a
constructive manner, so that the students benefit from
their programming skills to prove uncomputability
results without the help of the Parametrization (S-m-n)
Theorem. Additionally the method is suitable to be
applied to interesting problems that cannot be handled
by diagonalization nor classical reduction.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bergmann:2009:DKR,
author = "Seth D. Bergmann",
title = "Degenerate keys for {RSA} encryption",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "95--98",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595483",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/cryptography2000.bib;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Some keys for the RSA public key cryptosystem fail to
encrypt all possible plaintext messages. A necessary
and sufficient condition for these degenerate keys is
given. The probability of choosing such a key, when
choosing keys at random, is presented. The impact of
degenerate keys in an academic setting is discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
remark = "This paper points out that the some keys in the RSA
may fail to encrypt: instead, they produce an output
ciphertext that is identical to the input plaintext.
See also \cite{Blakley:1979:RSA,Smith:1979:UFM}",
}
@Article{Kreeger:2009:STM,
author = "Matthew Nicolas Kreeger",
title = "Security testing: mind the knowledge gap",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "99--102",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595484",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Considerable reliance and trust is placed on software
performing as expected, even when subjected to
malicious treatment. Arguably, the most significant
consequences to both the software vendor and the user
result from security vulnerabilities being present
within released code. To fully appreciate and test for
these types of issues knowledge outside of ``general''
software testing techniques is typically required. As
such, we were keen to establish whether there was a
relationship between the reported, general lack of
security testing, and what is currently being taught at
the undergraduate level.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Garera:2009:CTG,
author = "Sujata Garera and Jorge Vasconcelos",
title = "Challenges in teaching a graduate course in applied
cryptography",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "103--107",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595485",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We describe our experience in creating and teaching a
graduate course in cryptography at the Johns Hopkins
University. We emphasize on the importance of such a
course for a graduate student in an information
security program. We discuss the course implementation
and discuss the challenges in teaching this course to
students from varied backgrounds. Based on our
observations, we suggest specific improvements that
could be applied to this course in the future.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Edmondson:2009:PFY,
author = "Carol Edmondson",
title = "Proglets for first-year programming in {Java}",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "108--112",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595486",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Applets are little applications. Proglets are little
programs. The author advocates the use of proglets in
first-year programming courses to encourage students to
investigate aspects of the language being taught, to
test (parts of) algorithms, and to have fun. The
writing of proglets allows beginning students to
concentrate on their current concerns without being
overwhelmed by the requirement to write assignment
quality programs worthy of a fully-trained software
engineer. The author has used proglets during three
semesters to help students in repeat offerings of
first-year programming courses which used Java as the
teaching language.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Schaub:2009:TCW,
author = "Stephen Schaub",
title = "Teaching {CS1} with {Web} applications and test-driven
development",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "113--117",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595487",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Teaching client/server web application development in
CS1 can help increase student motivation without
introducing a heavy curriculum footprint. This paper
summarizes the author's experience teaching CS1 for
several years using a web application focus. The use of
an appropriate web API, good development environment,
and Test-Driven Development methodology helps ensure
student success.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sattar:2009:TAP,
author = "Abdul Sattar and Torben Lorenzen",
title = "Teach {Alice} programming to non-majors",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "118--121",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595488",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents the design and implementation of
an introductory computer programming course using Alice
for non-CS majors. This course gives a broad overview
of computer science as an academic discipline and
teaches computer programming to non-CS majors in a fun
way.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stone:2009:ECH,
author = "Jeffrey A. Stone and Darcy L. Medica and Leah Ann
Fetsko",
title = "Experiences with a {CS1} for the health sciences",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "122--126",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595489",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer Science (CS) educators are increasingly being
tasked to design courses for specific groups of
non-majors. This paper reports on an experiment with a
CS1-style course for the health sciences. Experiences
with offering this course to a cohort of specific
health-science majors and with other non-majors are
discussed. The results suggest that tailoring a course
around a discipline-specific theme may make the course
more attractive to students outside rather than inside
of the specific discipline. The results also point to
the persistent gender gap in CS, as well as the
difficulty in translating student success into
self-confidence.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rolfe:2009:APE,
author = "Timothy J. Rolfe",
title = "The assignment problem: exploring parallelism",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "127--131",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595490",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The linear assignment problem requires the
determination of an optimal permutation vector for the
assignment of tasks to agents. Even the backtracking
implementation supports a rather powerful bounding
function. Since the processing of permutation families
(based on low-subscripted vector assignments) can be
done independently of each other, one may examine
parallel processing strategies, and discovery of
instances in which the parallel execution is a very bad
idea. Because of article size limitations, this article
discusses only backtracking in parallel. A later
article will address branch-and-bound in parallel.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lai:2009:DCC,
author = "Yiu-chi Lai and Tak-wah Wong",
title = "Developing creativity in computer lessons",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "132--135",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595491",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "When we examine the recent official curriculum
documents published by the Curriculum Development
Council in Hong Kong, we can observe that generic
skills such as Collaboration Skills, Communication
Skills, Creativity, Critical Thinking Skills,
Problem-solving Skills etc. are identified as
fundamental in helping students to learn. As most
people agree that creativity is an essential element in
the computer world, we are going to discuss the ways to
develop students' creative ability in computer lessons
in this paper.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Santore:2009:UWC,
author = "John Santore and Torben Lorenzen",
title = "Use writing class techniques to create software design
documents",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "136--137",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595492",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Undergraduates in our Software Engineering course were
able to code well but they wrote technical documents
poorly. We found that using writing class techniques
such as the use of graded, instructor commented drafts
and template documents will considerably improve the
quality of student technical writing projects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fong:2009:RCS,
author = "Philip W. L. Fong",
title = "Reading a computer science research paper",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "138--140",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595493",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This tutorial article highlights some points that a
graduate or senior undergraduate student should bear in
mind when reading a computer science research paper.
Specifically, the reading process is divided into three
tasks: comprehension, evaluation and synthesis. The
genre of paper review is then introduced as a vehicle
for critical reading of research papers. Lastly,
guidelines on how to be initiated into the trade of
conference and/or journal paper review are given.
Designed to be used in a graduate course setting, this
tutorial comes with a suggested marking scheme for
grading paper reviews with a summary-critique-synthesis
structure.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Armoni:2009:CND,
author = "Michal Armoni and Mordechai Ben-Ari",
title = "The concept of nondeterminism: its development and
implications for teaching",
journal = j-SIGCSE,
volume = "41",
number = "2",
pages = "141--160",
month = jun,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595453.1595495",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Nondeterminism is a fundamental concept in computer
science that appears in various contexts such as
automata theory, algorithms and concurrent computation.
We present a taxonomy of the different ways that
nondeterminism can be defined and used; the categories
of the taxonomy are domain, nature, implementation,
consistency, execution and semantics. An historical
survey shows how the concept was developed from its
inception by Rabin \& Scott, Floyd and Dijkstra, as
well the interplay between nondeterminism and
concurrency. Computer science textbooks and pedagogical
software are surveyed to determine how they present the
concept; the results show that the treatment of
nondeterminism is generally fragmentary and
unsystematic. We conclude that the teaching of
nondeterminism must be integrated through the computer
science curriculum so that students learn to see
nondeterminism both in terms of abstract mathematical
entities and in terms of machines whose execution is
unpredictable.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Russell:2009:ACC,
author = "Ingrid Russell",
title = "Analyzing {CS} competencies using the {SOLO}
taxonomy",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "1--1",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562879",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "We have used the SOLO Taxonomy to analyze 5,608
competencies stemming from 734 courses from the
faculties of science at Aarhus University and
University of Southern Denmark. Both faculties have
formulated learning outcomes using this taxonomy. This
has made it possible to systematically analyze
competencies and compare different science subjects. In
this talk, we will explain the analysis and outline our
main findings.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fincher:2009:US,
author = "Sally Fincher",
title = "Useful sharing",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "2--2",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562881",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Porcheron:2009:BPE,
author = "Patrick Porcheron",
title = "The {Bologna Process} in {European} education",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "3--3",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562883",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The Bologna Process aims to create a European Higher
Education Area by 2010, in which students can choose
from a wide and transparent range of high quality
courses and benefit from smooth recognition procedures.
The Bologna Declaration of June 1999 has put in motion
a series of reforms needed to make European Higher
Education more compatible and comparable, more
competitive and more attractive for Europeans and for
students and scholars from other continents (especially
from USA). Reform was needed then and reform is still
needed today if Europe is to match the performance of
the best performing systems in the world, notably the
United States and Asia. The talk will present the
experience of the design and development of this
process in the framework of a leading university in
France.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fincher:2009:II,
author = "Sally Fincher and Stephen Cooper and Michael
K{\"o}lling and Ian Utting",
title = "{ILE}-idol",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "4--5",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562885",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This panel will showcase and compare three leading
Initial Learning Environments (ILE): Alice, Greenfoot
and Scratch.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Buendia:2009:IAD,
author = "F{\'e}lix Buend{\'\i}a and Juan Carlos Cano and
Jos{\'e} Vicente Benlloch",
title = "An instructional approach to drive computer science
courses through virtual learning environments",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "6--10",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562887",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Nowadays, many universities have adopted Virtual
Learning Environments for delivering and distributing
educational resources. In the context of Computer
Science (CS) courses, the use of these environments
addresses several issues ranging from the application
of instructional strategies to the selection of the
most adequate learning platform. In this work, we
propose an instructional approach to drive CS courses
through virtual learning environments. The concept of
driving a CS course adds a pedagogical value to the
classical approach delivering educational resources.
This pedagogical value is supported by applying
instructional methods based on pedagogical patterns to
design specific components of CS courses. The use of
these pedagogical patterns helps to guide the
deployment of Virtual Learning Environments (VLE) in CS
courses enabling a connection between the course
requirements and the VLE features. We have evaluated
the proposed approach using an example of VLE called
Poliformat. The evaluation focuses on the platform role
as the road to drive Operating System courses during
the 2005-06, 2006-07 and 2007-08 academic years. The
evaluation results have contributed to a better
understanding of how virtual learning environments can
be used in CS courses and they confirm the benefits of
applying instructional based approaches.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Denny:2009:CCT,
author = "Paul Denny and Andrew Luxton-Reilly and John Hamer and
Helen Purchase",
title = "Coverage of course topics in a student generated {MCQ}
repository",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "11--15",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562888",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "A recent approach to engaging students in deep
learning involves an online tool, PeerWise, through
which students contribute multiple-choice questions to
a shared question bank. Earlier work demonstrated a
strong correlation between the use of PeerWise and
student performance. In this study we investigate the
quality of the MCQ repository created by students in an
introductory programming course by analysing the range
of topics on which students chose to write questions
(i.e.~the repository coverage) without guidance from an
instructor. We assess the repository coverage by
comparing it with a common list of typical introductory
programming topics, and by looking at its extent. We
find that, despite having freedom to choose any topic,
students created a repository that covered all the
major topics in the curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Townsend:2009:UGS,
author = "Gloria Childress Townsend",
title = "Using a groupware system in {CS1} to engage
introverted students",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "16--20",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562889",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Concern with declining numbers of computer science
majors leads educators to examine recruitment and
retention factors in Computer Science I (CS1), in order
to increase the number of students entering the
undergraduate computer science pipeline. The literature
reveals that introverted students dominate the CS1
classroom at a rate more than twice that of the general
population and that the students perform better in the
course as a group than extraverts do. Therefore,
increasing the comfort level and engagement of
introverted students seems practical --- as well as
thoughtful. The author of this paper hypothesizes that
encouraging students to use an anonymous submission
feature in a groupware system will increase the comfort
of shy students who are reluctant to engage in the CS1
classroom. A study reveals a significant difference
between a group of students who used the same groupware
system without instruction regarding the groupware
system's anonymous feature and a treatment group of
students who received instruction and were encouraged
to use the anonymous feature. The project also uncovers
several significant correlations among students'
responses to various items in the survey instrument.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Radenski:2009:FCM,
author = "Atanas Radenski",
title = "Freedom of choice as motivational factor for active
learning",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "21--25",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562891",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Freedom to choose what, when, and how to contribute in
a learning process can motivate students to actively
engage and achieve more in their studies. However,
freedom of choice complicates course management and may
deter instructors from allowing such freedom. Our
approach is to utilize existing functionality of course
management systems such as Moodle to automatically
facilitate and coordinate free student choices and
provide much needed relief for instructors at the same
time. Using Moodle we have developed novel digital
study packs that blend freedom of choice with guidance
and control. Our survey shows that assisted freedom of
choice is ranked highest in 51\% of student responses
--- in contrast to unlimited choice at 28\% or no
choice at all at 21\%. Experience reported in this
paper may be beneficial for instructors who would like
to expand their courses with new motivational learning
techniques.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bauer:2009:SVO,
author = "Christine Bauer and Kathrin Figl and Michael Derntl
and Peter Paul Beran and Sonja Kabicher",
title = "The student view on online peer reviews",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "26--30",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562892",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Peer review is used as an effective quality assurance
measure in many contexts, including science, business,
programming or education. In education, several studies
confirmed the positive effects of peer reviewing on
student learning. Based on recent research concerning
the role of media in the peer review process this study
investigates how students perceive the process, content
and effects of peer reviews. We also analyze students'
opinions on different modes of peer reviewing
activities, e.g., online vs. face-to-face reviewing. In
the context of a computer science course on scientific
writing, these research questions were addressed by
administering an online questionnaire (n=38) and
analysis using quantitative and qualitative methods.
Results indicate that students value the peer review
activity, take peer reviews seriously and provide
comprehensive and constructive reviews. Findings also
show that students prefer written online reviews with
the possibility of oral follow-up questions to
reviewers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sondergaard:2009:LPD,
author = "Harald Sondergaard",
title = "Learning from and with peers: the different roles of
student peer reviewing",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "31--35",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562893",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "There are many different approaches to student peer
assessment. In this paper I lay out the pedagogical
philosophy behind my own use of student peer reviews.
These should not only be seen as adding to the amount
of formative feedback in a class, nor are they only
about the development of certain higher-order cognitive
skills. Properly aligned with an overall assessment
strategy, peer reviewing can help build a stronger
learning community. I describe such a strategy and my
experience using PRAZE, an online tool for student peer
reviewing, as well as students' response to the tool
and its use.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Blaheta:2009:DCE,
author = "Don Blaheta",
title = "Democracy in the classroom: an exercise for the first
days of {CS1}",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "36--39",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562895",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Selecting a first-day activity for CS1 is an important
way to set the scene for an introduction to computer
science. This paper presents the task of counting votes
as an accessible vehicle for lessons on algorithms,
data management, parallel processing, and other key
computational ideas.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mahmoud:2009:AKI,
author = "Qusay H. Mahmoud and Thanh Ngo and Razieh Niazi and
Pawel Popowicz and Robert Sydoryshyn and Matthew Wilks
and Dave Dietz",
title = "An academic kit for integrating mobile devices into
the {CS} curriculum",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "40--44",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562896",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In this paper we present our freely available academic
kit to help universities in integrating mobile devices
into the Computer Science (CS) curriculum. The kit was
designed and developed at the Centre for Mobile
Education and Research at the University of Guelph, and
includes instructors' resources for introducing and
teaching mobile application development. The first
release of the kit includes the teaching material for a
full introductory course on mobile application
development, and concrete teaching modules for
integrating mobile devices into courses on software
engineering, game design and development, web services,
information security, and operating systems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Garcia-Mateos:2009:CAD,
author = "Gin{\'e}s G{\'a}rcia-Mateos and Jos{\'e} Luis
Fern{\'a}ndez-Alem{\'a}n",
title = "A course on algorithms and data structures using
on-line judging",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "45--49",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562897",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "High dropout rates are commonly the main problem we
must face in Computer Science degrees. There are two
main causes of dropout: the implicit complexity of the
matter, and a lack of motivation among students. The
second-year programming course of our university
suffered dropout rates of over 70\% of the more than
three hundred enrolled students. In order to overcome
this problem, we have adopted a new teaching
methodology based on two key ideas: replacing the
traditional final exam with a series of activities in a
continuous evaluation context; and making those
activities more appealing to the students. In
particular, most of the activities are designed as
on-line programming competitions; they are carried out
by using a web-based automatic evaluation system, the
on-line judge. Experimental results show the high
effectiveness of the proposed approach. On average, the
dropout rate decreased to 45\% while the pass rate
doubled. Some strategies are used to ensure the
authorship of the programs and to detect source code
plagiarism.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sitaraman:2009:ESS,
author = "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",
title = "Engaging students in specification and reasoning:
``hands-on'' experimentation and evaluation",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "50--54",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562899",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "We introduce a ``hands-on'' experimentation approach
for teaching mathematical specification and reasoning
principles in a software engineering course. The
approach is made possible by computer-aided analysis
and reasoning tools that help achieve three central
software engineering learning outcomes: (i) Learning to
read specifications by creating test points using only
specifications; (ii) Learning to use formal
specifications in team software development while
developing participating components independently; and
(iii) Learning the connections between software and
mathematical analysis by proving verification
conditions that establish correctness for software
components. Experimentation and evaluation results from
two institutions show that our approach has had a
positive impact.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gibson:2009:SRP,
author = "J. Paul Gibson",
title = "Software reuse and plagiarism: a code of practice",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "55--59",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562900",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In general, university guidelines or policies on
plagiarism are not sufficiently detailed to cope with
the technical complexity of software. Software
plagiarism can have a significant impact on a student's
degree result, particularly in courses were there is a
significant emphasis on large-scale projects. We argue
that a policy for software reuse is the most explicit,
and fair, way of overcoming this problem. In our
policy, we specify the notion of software to cover all
the documents that are generally built during the
engineering of a software system --- analysis,
requirements, validation, design, verification,
implementation and tests. Examples are used to show
acceptable and unacceptable forms of reuse, mostly at
the design, testing and implementation stages. These
examples are represented in Java, although they should
be easily understood by anyone with software
engineering experience. We conclude with a simple code
of practice for reuse of software based on a file-level
policy, combined with emphasis on re-using only what is
rigorously verified.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Christensen:2009:STA,
author = "Henrik B{\ae}rbak Christensen",
title = "A story-telling approach for a software engineering
course design",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "60--64",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562901",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Advanced programming and software engineering
techniques are challenging to learn due to their
inherent complexity. However, to the average student
they are even more challenging because they have never
experienced the context in which the techniques are
appropriate. For instance, why learn design patterns to
increase maintainability when student exercises are
never maintained? In this paper, we outline the
contextual problems that software engineering teaching
has to deal with and present a story telling approach
for course design as a remedy. We outline the stories
that over the last five years have structured lecturing
and mandatory exercises for our advanced
programming/software engineering course, and present
benefits, liabilities, and experiences with the
approach comparing it to the normal, topic structured,
course design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Blume:2009:CSC,
author = "Lil Blume and Ron Baecker and Christopher Collins and
Aran Donohue",
title = "A ``communication skills for computer scientists''
course",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "65--69",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562903",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This paper describes ``Communication Skills for
Computer Scientists,'' a novel undergraduate course at
the University of Toronto. We describe in detail the
three major instructional streams of the course:
writing, speaking, and interpersonal communications. We
present a novel approach to teaching writing,
interactive multimedia web technology to teach public
speaking, and specific interpersonal skills training as
the integral parts of the course. We contribute a
detailed description of the curriculum and report
measures of success, both quantitative data and
reactions from students in their own words.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Megias:2009:FTA,
author = "David Megias and Wouter Tebbens and Lex Bijlsma and
Francesc Santanach",
title = "Free technology academy: a {European} initiative for
distance education about free software and open
standards",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "70--74",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562904",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "More and more people and organisations embrace Free
Software (FS) and Open Standards (OS). However a lack
of knowledge holds back their massive adoption. The
Free Technology Academy will address this by setting up
a virtual campus offering course modules on these
topics to become a showcase of a virtual campus based
on FS, OS and the use of Open Educational Resources.
This distance learning programme will enable IT
professionals, students, teachers and decision makers
to upgrade knowledge and acquire relevant skills on
free technologies. The FTA is realised by an
international consortium and welcomes other interested
parties to join the network.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{White:2009:RRT,
author = "Su White and Alastair Irons",
title = "Relating research and teaching: learning from
experiences and beliefs",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "75--79",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562905",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The relationship between research and teaching has
possible benefits and inherent tensions. Exploring the
potentially beneficial relationship is of interest and
possible value to faculty, students, and stakeholders.
Much of the existing literature has described
approaches using a vocabulary derived from the
soft/applied social science fields of study, a
view-point which may in some ways be problematic. This
paper examines the relationship between research and
teaching in the undergraduate curriculum from a
perspective of the computing disciplines. It compares
and contrasts evidence of the beliefs and experiences
of faculty about the relationship between research and
teaching. It presents and analyses the result of
surveys which gathered data to explore their
understandings inter-relationship of research and
teaching; in the curriculum; and as it is delivered,
and experienced in the lab, seminar room and lecture
hall. This research builds on existing work developed
in a preliminary study which examined ways in which
synergies between research and teaching could be
achieved, particularly in the 'hard/applied' areas of
the curriculum. It analyses data from the
'research-intensive' and the 'teaching-intensive'
institutions. Having identified typical activities in
the computing disciplines, it places them in the
context of existing theoretical models.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Steenkiste:2009:UCW,
author = "Peter Steenkiste",
title = "The use of a controlled wireless testbed in courses",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "80--84",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562907",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Wireless networking has become a popular topic in both
undergraduate and graduate courses. However, putting
together good assignments in wireless networking is
difficult because the behavior of the wireless network
depends strongly on the physical environment. We have
used a wireless networking testbed based on signal
propagation emulation in a number of wireless
networking courses. The wireless emulator supports
highly realistic experiments, while also offering a
high degree of control and repeatability. This
combination is very useful in a teaching context. In
this paper we give an overview of the wireless emulator
and we describe how it was used to support assignments
and open-ended projects in several courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sturgeon:2009:WEV,
author = "Thomas Sturgeon and Colin Allison and Alan Miller",
title = "802.11 wireless experiments in a virtual world",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "85--89",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562908",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This paper describes the design and implementation of
an 802.11 wireless laboratory within a Multi-User
Virtual Environment (MUVE). The laboratory allows
students and lecturers to create their own 802.11
scenarios by: (i) selecting and placing components such
as base stations and laptops within the immersive $3$D
landscape; (ii) defining how traffic flows between
these different network components; and (iii) where
appropriate specifying the movements of nodes. This
information is sent outside of the MUVE and translated
into a set of commands for the ns2 simulator, which
then generates the simulation. The results of the
simulation are sent back to the MUVE, where a $3$D
animation of the wireless communication is presented to
learners interacting with the system. Learners are
therefore able to set up and observe wireless phenomena
such as the hidden and exposed node problems and to
experiment by changing parameters such as packet loss
and RTS/CTS threshold. The enabling framework behind
the laboratory takes advantage of language independent,
distributed resource management and stateful
interaction through the use of web services.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Said:2009:DDA,
author = "Huwida E. Said and Mario A. Guimaraes and Zakaria
Maamar and Leon Jololian",
title = "Database and database application security",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "90--93",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562909",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This paper focuses on the emerging importance of
database and application security, textbooks and other
supplementary materials to teach these topics and where
to place these topics in a curriculum. The paper
emphasizes (1) the growing concerns of database
technologies and database applications, (2) existing
books and supporting materials, and (3) and Zayed
University's approach to teaching these topics. At
Zayed, we incorporate database and database application
security in two different courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Curzon:2009:EIR,
author = "Paul Curzon and Peter W. McOwan and Quintin I. Cutts
and Tim Bell",
title = "Enthusing \& inspiring with reusable kinaesthetic
activities",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "94--98",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562911",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "We describe the experiences of three University
projects that use a style of physical, non-computer
based activity to enthuse and teach school students
computer science concepts. We show that this kind of
activity is effective as an outreach and teaching
resource even when reused across different age/ability
ranges, in lecture and workshop formats and for
delivery by different people. We introduce the concept
of a Reusable Outreach Object (ROO) that extends
Reusable Learning Objects. and argue for a community
effort in developing a repository of such objects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Taub:2009:ECU,
author = "Rivka Taub and Mordechai Ben-Ari and Michal Armoni",
title = "The effect of {CS} unplugged on middle-school
students' views of {CS}",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "99--103",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562912",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Many students hold incorrect views of what computer
science (CS) is, and they have negative attitudes
towards the field. In order to address these
difficulties, a series of learning activities called
Computer Science Unplugged was developed by Bell et al.
[3]. These activities expose young people to central
concepts in CS in an entertaining way, without
requiring a computer. Using questionnaires and
interviews, we examined the effect of the activities on
middle-school students' views of CS, specifically, on
their views of: (a) the nature of CS; (b) the
characteristics of computer scientists and work in CS;
(c) the variety of employment in CS. The results
indicate that 'although the students generally
understood what CS is' they perceived the computer as
the essence of CS and not primarily as a tool, contrary
to the intention of the CS Unplugged activities. We
suggest additions to the activities intended to
increase the change in the views of CS that students
have.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Al-Bow:2009:UGC,
author = "Mohammed Al-Bow and Debra Austin and Jeffrey Edgington
and Rafael Fajardo and Joshua Fishburn and Carlos Lara
and Scott Leutenegger and Susan Meyer",
title = "Using game creation for teaching computer programming
to high school students and teachers",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "104--108",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562913",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In this paper we describe a two-week residential
summer game camp for rising 9th and 10th grade students
and a four-week high school teacher professional
development course. We present survey results that
indicate our approach results in increased computer
programming knowledge and self-confidence for both
students and teachers. Our project aims to use a
holistic game creation approach to increase student
interest in computer science by directly teaching to
students in a summer camp, instructing the teachers
during a 4-week professional development course, and
finally by supporting teachers as they use our
curriculum in their high schools.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2009:IPC,
author = "David Ginat",
title = "Interleaved pattern composition and scaffolded
learning",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "109--113",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562915",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "One of the essential skills required in the design of
computer programs is the composition of design patterns
in an interleaved way. We expect both beginners and
senior students to demonstrate competence with this
skill. Are they competent? Not quite. We found that
both novices and seniors demonstrate disturbing
difficulties with interleaved pattern composition. In
order to address these difficulties, we developed a
scaffolding instruction approach, which we applied with
students. We display our findings, our approach, and
the approach implementation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Erkan:2009:ERT,
author = "Ali Erkan and Sam Newmark and Nicolas Ommen",
title = "Exposure to research through replication of research:
a case in complex networks",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "114--118",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562916",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This paper is primarily about introducing students to
research. Specifically, we present a method where
students get to redo the simulations behind a few of
the most cited research papers in complex networks. We
also outline the design of a course that provides the
context for this experimentation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Velazquez-Iturbide:2009:ALG,
author = "J. {\'A}ngel Vel{\'a}zquez-Iturbide and Antonio
P{\'e}rez-Carrasco",
title = "Active learning of greedy algorithms by means of
interactive experimentation",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "119--123",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562917",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Greedy algorithms are one of the most common algorithm
design techniques. Despite their apparent simplicity,
their design is a demanding task. As a consequence,
they are usually taught and learnt in a passive way. In
this paper, we make a new proposal aimed at active
learning of greedy algorithms. The paper contains two
main contributions. First, we introduce a novel
approach to their active learning, based on
experimentation with and evaluation of alternative
greedy strategies for a given problem. Second, we
present a family of interactive assistants designed to
support this approach. The assistants were evaluated
for their usability in real lab situations, having
obtained high scores from students as well as useful
information to enhance them.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gunion:2009:CRA,
author = "Katherine Gunion and Todd Milford and Ulrike Stege",
title = "Curing recursion aversion",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "124--128",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562919",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This paper outlines a pilot study which expands the
age range of students exposed to computer science
through interesting and engaging activities. Through
this engagement, the number of students who understood
and recognized the concepts covered increased. We
hypothesize that these activities can increase the
number of students who pursue post-secondary computer
science. We present a unique recursion curriculum that
exposes nine students aged 11-14 through hands-on
experience over a 7 week period at the University of
Victoria, Canada. The curriculum was comprised of
progressively challenging ``unplugged'' activities and
included programming applications with the Logo based
programming language MicroWorlds EX. Curriculum,
classroom experience, preliminary results and next
steps are discussed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Perrenet:2009:DBA,
author = "Jacob Perrenet",
title = "Differences in beliefs and attitudes about computer
science among students and faculty of the {Bachelor}
program",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "129--133",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562920",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Becoming a (computer) scientist involves more than
learning knowledge and skills. The development of the
professional attitude towards the discipline and the
professional beliefs can be seen as a process of
enculturation. In this study attitudes and beliefs of
Computer Science students of the first, second and
third Bachelor year, are compared with the beliefs and
attitudes of the faculty of the department. The study
shows enculturation at some aspects: attitudes and
beliefs change into the direction of those of the
faculty. At some other aspects, however, change occurs
in the opposite direction. For a series of aspects,
students halfway the first year already have attitudes
and beliefs similar to those of the faculty.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pargas:2009:WWT,
author = "Roy P. Pargas and Samuel Bryfczynski",
title = "What were they thinking?",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "134--138",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562921",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This paper describes GraphPad, a web-based software
tool designed not only to help an instructor of a CS2
or CS7 (data structures) course deliver content and
assess student performance, but also to provide an
instructor with the unique ability to observe and
understand how students solve problems by replaying the
students' solutions. GraphPad works with Tablet PCs or
PCs with attached WACOM tablets. We describe how
GraphPad enables an instructor to: establish a
temporary network with the instructor's Tablet as
server and the students' Tablets as clients, broadcast
instructions and collect student Ink responses,
evaluate student submissions and distribute evaluations
with a single button-click, use student submissions as
examples to guide lecture, and save student submissions
in a database. The saved submissions may be replayed
and reviewed individually, tagged for errors, and
analyzed statistically. We are currently using GraphPad
almost daily in a data structures course. A long term
goal is to analyze data collected by GraphPad to help
understand the thought process of computer science
students for the purpose of identifying students at
risk early in order to provide intervention
assistance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{DAntonio:2009:URC,
author = "Lawrence D'Antonio and Roger Boyle and Amruth Kumar
and Logan Muller and Claudia Roda and Matti Tedre",
title = "Undergraduate research in {CS}: a global perspective",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "139--140",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562923",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This panel will consider the issues related to
undergraduate research in computer science from a
global perspective. Panelists from different countries
and varied backgrounds will relate their experiences in
conducting such research.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Miura:2009:AGI,
author = "Motoki Miura and Taro Sugihara and Susumu Kunifuji",
title = "{Anchor Garden}: an interactive workbench for basic
data concept learning in object oriented programming
languages",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "141--145",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562925",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "We propose Anchor Garden (AG), an interactive
workbench software for learning fundamentals of data
structures with the concepts of type, variable, object,
and their relations in a strongly typed object-oriented
programming language (OOPL) such as Java or C\#.
Learners can approach the basic data-handling concepts
of OOPLs by direct manipulation of graphical models in
AG. In addition, the learner can correlate his/her
manipulation and notation of source code because AG
automatically generates appropriate source-code
corresponding to this manipulation. Experimental
results showed a tendency of a learning effect with AG
and high correlations between concept understanding and
programming ability. Thus, AG has the potential to
enhance the programming ability of novice
programmers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2009:EMB,
author = "Guido R{\"o}{\ss}ling and Andreas Kothe",
title = "Extending {Moodle} to better support computing
education",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "146--150",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562926",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Learning Management Systems such as Moodle are popular
teaching tools with a broad spectrum of features.
However, several aspects relevant for computing
education are typically missing. This includes the
annotation of materials, such as scripts or exercises,
the inclusion of slides, and the integration of
algorithm visualizations. We present Moodle activities
that add these features to Moodle.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Villalobos:2009:DPS,
author = "Jorge A. Villalobos and Nadya A. Calderon and Camilo
H. Jim{\'e}nez",
title = "Developing programming skills by using interactive
learning objects",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "151--155",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562927",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "After several years of teaching programming using an
active learning approach, we present our Interactive
Learning Objects (ILOs) as one of the components that
reinforce our pedagogical model, by supporting the
generation of high-level programming skills. In this
paper, we suggest a multi-dimension taxonomy for ILOs
and present the experimentation developed to evaluate
the impact of these objects within our CS courses",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rodrigo:2009:ABP,
author = "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",
title = "Affective and behavioral predictors of novice
programmer achievement",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "156--160",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562929",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "We study which observable affective states and
behaviors relate to students' achievement within a CS1
programming course. To this end, we use a combination
of human observation, midterm test scores, and logs of
student interactions with the compiler within an
Integrated Development Environment (IDE). We find that
confusion, boredom and engagement in IDE-related
on-task conversation are associated with lower
achievement. We find that a student's midterm score can
be tractably predicted with simple measures such as the
student's average number of errors, number of pairs of
compilations in error, number pairs of compilations
with the same error, pairs of compilations with the
same edit location and pairs of compilations with the
same error location. This creates the potential to
respond to evidence that a student is at-risk for poor
performance before they have even completed a
programming assignment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2009:FER,
author = "Raymond Lister and Colin Fidge and Donna Teague",
title = "Further evidence of a relationship between explaining,
tracing and writing skills in introductory
programming",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "161--165",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562930",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This paper reports on a replication of earlier studies
into a possible hierarchy of programming skills. In
this study, the students from whom data was collected
were at a university that had not provided data for
earlier studies. Also, the students were taught the
programming language ``Python'', which had not been
used in earlier studies. Thus this study serves as a
test of whether the findings in the earlier studies
were specific to certain institutions, student cohorts,
and programming languages. Also, we used a
non-parametric approach to the analysis, rather than
the linear approach of earlier studies. Our results are
consistent with the earlier studies. We found that
students who cannot trace code usually cannot explain
code, and also that students who tend to perform
reasonably well at code writing tasks have also usually
acquired the ability to both trace code and explain
code.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ma:2009:IMM,
author = "Linxiao Ma and John Ferguson and Marc Roper and Isla
Ross and Murray Wood",
title = "Improving the mental models held by novice programmers
using cognitive conflict and {Jeliot} visualisations",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "166--170",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562931",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Recent research has found that many novice programmers
often hold non-viable mental models of basic
programming concepts which can limit their potential to
develop appropriate programming skills. Previous work
by the authors suggests that a teaching model that
integrates cognitive conflict and program visualisation
can help novices formulate appropriate mental models.
This paper first outlines a 'concepts roadmap' that
provides an ordered approach to learning programming
concepts allowing students to build on fundamental base
knowledge. It then reports the results of a series of
studies investigating the use of the Jeliot
visualisation tool as the visualisation component of
the proposed learning model when applied to these
concepts. The findings include: the ease with which
Jeliot can be tailored to visualise a range of concepts
using a variety of examples; the Jeliot visualisation
of object reference was too complex for CS1 students;
further evidence that CS1 students struggle to develop
appropriate understanding of a range of key programming
concepts; and, further evidence that an integrated
cognitive conflict/visualisation strategy can help
students develop an appropriate understanding of key
programming concepts.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cukierman:2009:AEP,
author = "Diana Cukierman and Donna McGee Thompson",
title = "The academic enhancement program: encouraging students
to learn about learning as part of their computing
science courses",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "171--175",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562933",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The Academic Enhancement Program (AEP) at Simon Fraser
University has been created to support student learning
by integrating activities that introduce students to
basic learning theory and strategies into core
first-year Computing Science (CS) courses. Program
activities include two required workshops run
specifically for the CS courses, tailored to course
topics. The AEP also includes a third ``Elective''
component that encourages students to learn about a
topic of their choice related to student success and
wellness. Students receive course marks for these
activities. In this paper we describe how we have
developed the program over the past three years and
present results about the perceived usefulness of these
activities both from student survey responses and from
interviews with academic advisors. We also discuss
lessons learned. Our findings indicate that such
practices are of general benefit to our student
population and are promising to address students'
academic challenges, possibly having a positive impact
on retention.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kumar:2009:NCV,
author = "Amruth N. Kumar",
title = "Need to consider variations within demographic groups
when evaluating educational interventions",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "176--180",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562934",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Traditionally, educational interventions in Computer
Science have been studied for their effect on entire
classes, or specific demographic groups. But, in our
studies, we have found that often, significant
interactions exist among demographic groups. Treating
demographic groups as homogeneous groups when
evaluating educational interventions in Computer
Science could miss subtle interactions among the
groups.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mostrom:2009:CSS,
author = "Jan Erik Mostr{\"o}m and Jonas Boustedt and Anna
Eckerdal and Robert McCartney and Kate Sanders and
Lynda Thomas and Carol Zander",
title = "Computer science student transformations: changes and
causes",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "181--185",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562935",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "We examine the transformations experienced by students
during their study of computing. These transformations
led to changes in the students' perceptions of computer
science, in their sense of identity as computer
scientists, their behavior and their confidence. The
changes are caused by learning or using particular
concepts, and often associated with writing computer
programs, learning new programming languages, or
interacting with peers.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lasserre:2009:ATB,
author = "Patricia Lasserre",
title = "Adaptation of team-based learning on a first term
programming class",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "186--190",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562937",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "First year computer science programming has always
been a challenge for many students as the course
expectation is not only for them to be able to
understand programming concepts, but also to produce
creative solutions to problems. Team-based learning
seems a natural solution to increase the amount of
practice each student will get, and to increase
students' interest and confidence. The initial results
of these two years of experimentation with team-based
learning suggests that it helps reduce the dropping
rate in the class to a reasonable level (10\%) and give
greater confidence to students in their ability to
succeed. In this paper, we present how team-based
learning has been adapted for our first semester
programming class and we discuss the advantages of this
techniques and difficulties encountered.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gal-Ezer:2009:PYP,
author = "Judith Gal-Ezer and Tamar Vilner and Ela Zur",
title = "The professor on your {PC}: a virtual {CS1} course",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "191--195",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562938",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The Open University of Israel, a distance education
institution with open admissions, offers a study system
that was primarily based on written material. When we
designed the new CS1 course in 2005, shifting from C++
to Java, we also switched from a course based on
written material, to one based on videotaped lectures,
which the students watch on PCs. Shifting to Java is an
enormous challenge, however, we were also concerned
about the new study method. Therefore, we conducted a
study to determine how the students respond to the new
and different environment, in terms of both learning
and technical operation. The findings show that this
method of study is at least as efficient as the
previous one. The students' attitude to the new study
method was positive and supportive of the new
approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sooriamurthi:2009:IAD,
author = "Raja Sooriamurthi",
title = "Introducing abstraction and decomposition to novice
programmers",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "196--200",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562939",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This paper discusses a learning exercise we use in our
beginning programming classes to introduce students to
the concepts of abstraction and decomposition. The
assignment is to write a perpetual calendar generation
program: given a month and a year the program will
display the correct monthly calendar. The learning
goals of the exercise include how to decompose a large
problem into smaller pieces and how to specify what
each piece needs to do. This exercise helps students
learn the process of incremental and iterative
development. More than the actual solution, the value
of this exercise is in the several themes of software
development that are discussed during its development.
We have successfully used this assignment for several
years in a variety of CS1/CS2 programming environments
(Pascal, C, Java and .net) and also as a Java servlet
based web application exercise. Over this period, the
case-study has received very favorable feedback from
students as to its interestingness and pedagogical
value.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Curzon:2009:CTC,
author = "Paul Curzon and Joan Peckham and Harriet Taylor and
Amber Settle and Eric Roberts",
title = "Computational thinking {(CT)}: on weaving it in",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "201--202",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562941",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Schocken:2009:VMA,
author = "Shimon Schocken",
title = "Virtual machines: abstraction and implementation",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "203--207",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562943",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Various forms of virtualization play key roles in the
construction and usage of diverse system artifacts
ranging from modern compilers to hardware migration to
mobile computing. Virtualization is also a powerful
concept on cognitive grounds, requiring considerable
abstraction skills and modeling abilities. We present a
methodology, a software tool, and a set of
instructional resources designed to expose students to
virtual machines, focusing on both abstraction and
implementation issues. An early version of our
methodology appeared in a book form [4] in which we
describe how to build a complete computer system ---
hardware and software --- in one semester. Recently
we've re-written our VM emulation software and
consolidated all our VM materials into a web site that
supports a stand-alone module on virtual machines [5].
This module can be plugged into many system-oriented CS
courses. All the resources that we present are freely
available in open source and are presently used
successfully in several universities.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Popyack:2009:BPA,
author = "Jeffrey L. Popyack",
title = "Blackjack-playing agents in an advanced {AI} course",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "208--212",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562944",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Blackjack is a multi-player card game in which each
player makes a sequence of decisions based on a
partially-observed game state that evolves under
uncertainty. In its casino variant, Blackjack is
typically played as a set of separate contests, each
involving a player and the dealer, whose decisions are
determined according to a published, fixed policy. We
have developed and used a sequence of assignments for
an advanced artificial intelligence course in which
students determine an optimal strategy for Blackjack,
modeled as a Markov Decision Process. The course
culminates in a Blackjack tournament in which agents
employ policies students have determined through their
analyses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ernst:2009:HCD,
author = "Daniel J. Ernst and Daniel E. Stevenson and Paul J.
Wagner",
title = "Hybrid and custom data structures: evolution of the
data structures course",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "213--217",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562945",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The topic of data structures has historically been
taught with two major focuses: first, the basic
definition and implementation of a small set of basic
data structures (e.g., list, stack, queue, tree,
graph), and second, the usage of these basic data
structures as provided by a data structures framework
in solving larger application problems. We see a
further evolution of data structures to include new
generations of hybrid and custom data structures,
implying that our students must not only understand how
to use these new data structures but that they continue
to understand low-level implementation issues so that
they can develop the next generation of data structures
needed in the future. We suggest that the data
structures course evolve to reflect these new
generations of data structures.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pharr:2009:PPD,
author = "Walter M. Pharr and Christopher W. Starr and Caroline
S. Starr",
title = "Paired professional development: a methodology for
continued professional development in computer
science",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "218--222",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562947",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "We describe a study group methodology called paired
professional development (PPD) for use by faculty
members for continuing education. The methodology
brings exactly two colleagues together for cooperative
study within a topic area over an extended period of
time. Paired professional development is grounded in
the practice of study groups, collaborative learning
and high-impact educational practices, and is similar
to pair programming in structure and benefits.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Zander:2009:LSN,
author = "Carol Zander and Lynda Thomas and Beth Simon and
Laurie Murphy and Ren{\'e}e McCauley and Brian Hanks
and Sue Fitzgerald",
title = "Learning styles: novices decide",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "223--227",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562948",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "We present what students say about their preferred
learning style to succeed in introductory programming.
Using the Felder-Silverman learning styles, students
contrasted the 'best' learning style for programming
with the 'best' for learning mathematics. Overall
students believe that while they learn mathematics
using a reflective style, learning to program is
significantly more active. They also believe learning
mathematics has a strong verbal component, whereas
learning programming is primarily visual.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Al-Barakati:2009:EVR,
author = "Nouf M. Al-Barakati and Arwa Y. Al-Aama",
title = "The effect of visualizing roles of variables on
student performance in an introductory programming
course",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "228--232",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562949",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The use of variables in computer programming is one of
the difficulties faced by students enrolled in
introductory level programming classes. The Roles of
Variables (ROV) concept associates small comprehensible
roles to variables to help novice programmers
comprehend how variables should be used. This paper
describes an experiment that was conducted to test the
effect of different engagement levels with ROV
visualization on student programming skills. 91 Female
students at King Abdul Aziz University (KAU), Jeddah,
Saudi Arabia, participated in the experiment. The
students were divided into three groups where they all
had the ROV concept explained to them in a traditional
classroom setting, but were given different
visualization treatments during lab sessions. Results
showed that while viewing the ROV visualization
significantly improved student debugging skills, no
other significant effects on student programming skills
were reported.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dee:2009:WWS,
author = "Hannah M. Dee and Karen E. Petrie and Roger D. Boyle
and Reena Pau",
title = "Why are we still here?: experiences of successful
women in computing",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "233--237",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562951",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This paper describes a study into the attitudes and
experiences of women at three distinct stages of the
career pipeline: undergraduate, graduate student, and
staff. Computing has often been likened to a ``leaky
pipeline'' for women, so this work aims to consider
various aspects of the student experience from the
perspective of those who have in some sense succeeded
and got at least as far as studying the subject at
degree level. Through concentrating on the opinions and
experiences of women who have persisted (and in some
sense, done well) in computing, the authors hope to
accentuate the positive: rather than work out what
makes women drop out of computing, we instead consider
what makes them stay.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Doerschuk:2009:IBP,
author = "Peggy Doerschuk and Jiangjiang Liu and Judith Mann",
title = "{INSPIRED} broadening participation: first year
experience and lessons learned",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "238--242",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562952",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The Increasing Student Participation in Research
Development Program ('INSPIRED') is designed to
increase participation of women and underrepresented
minorities in computing. It is a comprehensive program
whose goals are to attract, retain and transition these
students into careers or advanced study in computing.
This paper focuses on the program's first year
experience, including the results of a formal
assessment of the program's effectiveness. It describes
the strategies used to attain the goals and the
rationale for using these strategies. It also includes
lessons learned for the benefit of those who are
considering adopting these strategies at their
institutions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Anderson:2009:ETB,
author = "Nicole Anderson and Chi-Cheng Lin",
title = "Exploring technologies for building collaborative
learning communities among diverse student
populations",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "243--247",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562953",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Collaborative learning has long been recognized as an
effective approach to enhance the learning process. The
purpose of this research was to investigate mechanisms
for building an inclusive collaborative learning
community outside the classroom that connects students
with diverse backgrounds and ultimately enhances
students' learning experience. To accomplish this, we
conducted a study using blogs and user groups to
support virtual collaborative communities in our upper
division computer science courses. Our results show
that blogs are an effective tool for bringing together
these diverse student groups to create an inclusive
learning environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Misra:2009:MCT,
author = "Ananya Misra and Douglas Blank and Deepak Kumar",
title = "A music context for teaching introductory computing",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "248--252",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562955",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "We describe myro.chuck, a Python module for
controlling music synthesis, and its applications to
teaching introductory computer science. The module was
built within the Myro framework using the ChucK
programming language, and was used in an introductory
computer science course combining robots, graphics and
music. The results supported the value of music in
engaging students and broadening their view of computer
science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Huang:2009:UAI,
author = "Timothy Huang and Amy Briggs",
title = "A unified approach to introductory computer science:
can one size fit all?",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "253--257",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562956",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "We discuss our recent experience offering a single
introductory computer science course for all students
with no prior computer science coursework. The new
course interleaves material from traditional CS0 and
CS1 courses, providing all students with both a broad
overview and an appreciation for the algorithmic
foundations of the discipline of computer science. We
describe our motivation for this approach, the content
of the new course, and some conclusions based on our
experiences and feedback from student course
evaluations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fesakis:2009:IFS,
author = "Georgios Fesakis and Kiriaki Serafeim",
title = "Influence of the familiarization with ``scratch'' on
future teachers' opinions and attitudes about
programming and {ICT} in education",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "258--262",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562957",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Computer programming is considered a very important
competence which is usually quite difficult to learn.
Teaching computer programming to novices has to
overcome important obstacles in order to be successful.
The problem is even greater for non computer science
majors. In order to overcome the difficulties and
increase the rate of students that adopt positive views
towards computer science, several educational
programming environments have been proposed. Scratch
educational programming environment offers innovative
programming techniques and enables the rather easy
development of games, animations, interactive stories
etc. In this paper the effects of using Scratch in an
introductory computer programming course for future
teachers' attitudes and opinions are explored.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hislop:2009:ESE,
author = "Gregory W. Hislop and Heidi J. C. Ellis and Ralph A.
Morelli",
title = "Evaluating student experiences in developing software
for humanity",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "263--267",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562959",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Student involvement in Humanitarian Free and Open
Source Software (HFOSS) projects holds the potential to
provide a rich education experience to undergraduates.
This paper discusses educational use of HFOSS including
identification of the potential for HFOSS to impact
curricula, an overview of an implementation of HFOSS in
education and a description of an evaluation framework
that includes measures of success of such a program.
The paper also presents results from initial surveys of
students involved in HFOSS development in several U.S.
academic institutions. The paper concludes with a
discussion of work in progress.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gomez-Martin:2009:TDP,
author = "Marco Antonio G{\'o}mez-Mart{\'\i}n and Guillermo
Jim{\'e}nez-D{\'\i}az and Javier Arroyo",
title = "Teaching design patterns using a family of games",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "268--272",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562960",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Object-oriented software design requires a combination
of abilities that can not be easily transferred to the
students in lecture sessions. Based on our experience,
this paper details how to increase student
comprehension of design patterns through a
project-based approach that consists in the development
of a family of abstract strategy games in an
incremental way. In this approach, the application
resulting from the previous assignment is refined using
refactoring and design patterns to complete the next
assignment. Our approach is illustrated by the
development of a family of n-in-a-row games in a CS3
course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Barzilay:2009:ESE,
author = "Ohad Barzilay and Orit Hazzan and Amiram Yehudai",
title = "Evaluation of a software engineering course by
reflection",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "273--277",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562961",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The evaluation of an advanced software engineering
(SE) course is a challenging task that should be
addressed as part of the course design. In this paper,
we describe an implementation of the reflective
practitioner perspective as part of an advanced SE
course and introduce its use for feedback purposes.
Reflective feedback goes beyond merely using feedback
questionnaires. Furthermore, we show, using both
qualitative and quantitative empirical data, that the
course on which the perspective was applied meets its
objectives and fosters students' awareness to the
multidimensional nature of SE.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gal-Ezer:2009:CSI,
author = "Judith Gal-Ezer and Daphna Shahak and Ela Zur",
title = "Computer science issues in high school: gender and
more\ldots{}.",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "278--282",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562963",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Computer Science (CS) seems to be one of the few
remaining disciplines almost entirely dominated by men,
especially among university faculty and in the hi-tech
industry. This phenomenon is prevalent throughout the
western world. In Israel, we observed it in high
schools where only 30\% of the students who choose to
major in CS are women. It continues in Israeli
universities and colleges, where usually less than 30\%
of CS students are women. In this paper, we provide
data describing the situation in Israeli high schools.
In addition, we present a survey conducted among high
school students which aimed, among other goals, to
discover why girls did not choose to take CS in high
school. We analyze the data and provide some
conclusions and ways to deal with this situation.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Starr:2009:DIC,
author = "Christopher W. Starr and Doug Bergman and Phil Zaubi",
title = "The development and implementation of a context-based
curricular framework for computer science education in
high schools",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "283--287",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562964",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In this paper, we describe a computer science
curricular framework for creating innovative, four-year
computer science programs for high school computer
science courses. Based on a suggested set of great
principles of computing by Peter Denning, the framework
is structured as a stack of four curricular layers. The
result is a framework design that provides a high
degree of curricular and pedagogical flexibility,
particularly suited for the rapidly changing discipline
of computer science. This report describes the computer
science curricular framework, the implementation of the
framework and the deployment of a four-year curriculum
from the implemented framework. Initial classroom
experiences are reported.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Brinda:2009:BIC,
author = "Torsten Brinda and Hermann Puhlmann and Carsten
Schulte",
title = "Bridging {ICT} and {CS}: educational standards for
computer science in lower secondary education",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "288--292",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562965",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Recently, the importance of computer science education
in secondary schools has been coming more and more into
focus. Students' interests and motivation to pursue a
career in CS related fields are highly influenced by
school. Also beliefs in the nature of CS are
influenced, and necessary foundations in knowledge and
skills are built. However, a major problem is the gap
between information and communication technologies
(ICT) and computer science (CS). Often pupils have only
experiences in ICT, and therefore develop inadequate
beliefs about CS. We propose educational standards for
CS in lower high school in order to bridge ICT and
CS.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Anderson:2009:XWL,
author = "Benjamin R. Anderson and Amy K. Joines and Thomas E.
Daniels",
title = "{Xen} worlds: leveraging virtualization in distance
education",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "293--297",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562967",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The Xen Worlds project at Iowa State University was
designed to provide a virtualized lab environment for
the Information Assurance program. The large number of
off-campus students, and a desire for high levels of
security, drove many of the requirements for the Xen
Worlds environment. Some of the requirements
established for the project were: The environment
needed to be equally accessible and easy to use for
both on- and off-campus students. It needed to be
isolated from the outside world and other students. The
system had to be equally usable for students with
limited computing and network resources. Costs had to
be kept to a minimum. The Xen Worlds environment has
now been used to support several courses at both the
undergraduate and graduate level. This virtual
environment was equally accessible to on- and
off-campus students on a 24/7 basis and supported
numerous assignments in support of established
curriculum requirements. Finally, surveys of students
who used the Xen Worlds environment show that students
have a favorable view of the project and view it as a
useful and convenient learning tool.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dickson:2009:FEC,
author = "Paul E. Dickson and W. Richards Adrion and Allen R.
Hanson and David T. Arbour",
title = "First experiences with a classroom recording system",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "298--302",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562968",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This paper describes our experiences with the first
partial deployment of Presentations Automatically
Organized from Lectures (PAOL), a lecture recording
system developed and tested at the University of
Massachusetts Amherst. PAOL automatically records all
information presented during lectures using any
combination of computer, whiteboard, and overhead
presentation and compiles the captured lectures into
indexed presentations. We discuss lessons learned from
this deployment that have application in lecture
recording specifically and classroom technology in
general. We also discuss our initial evaluation of
created presentations as determined by a small focus
group study.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Malan:2009:VOH,
author = "David J. Malan",
title = "Virtualizing office hours in {CS} 50",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "303--307",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562969",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In Fall 2007, we introduced ``virtual office hours''
into Harvard College's introductory computer science
course, CS 50, so that students could meet with
teaching fellows (TFs) online to discuss problem sets
at any hour from anywhere. Our goals were to lower the
bar to interaction among TFs and students and to
improve the efficiency and convenience of the same.
Rather than rely on email alone, we experimented with
Elluminate, third-party software that not only allowed
students and TFs to chat via IM and VOIP, it also
enabled the latter to see and even share control of the
former's screens (eg, code in students' terminal
windows). Students, in turn, were able to troubleshoot
bugs with TFs by their (virtual) side. We surveyed our
nearly 300 students on their experiences with office
hours, both physical and virtual. Although most
students responded positively to the idea of virtual
office hours, only 55\% logged in at least once.
However, nearly the same number (62\%) attended the
physical. We ultimately judged our virtual office hours
a net positive, with 14\% of students attending the
virtual (and 21\% the physical) ``often.'' But our
experiment was not without some unexpected results. We
found that wait times online sometimes matched or
exceeded those in the physical lab, partly the result
of the software's own shortcomings and students' habits
online. Ultimately, the audience for these virtual
office hours was entirely self-selecting. Those
students who liked the experience online opted in,
whereas those who preferred more traditional help opted
out.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sant:2009:MIE,
author = "Joseph A. Sant",
title = "``Mailing it in'': email-centric automated
assessment",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "308--312",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562971",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The automated assessment of student programming
assignments is now considered to be in its third
generation. Today, these server-based systems use web
front-ends and employ sophisticated testing techniques.
While automated assessment has proven its benefits over
the last 40 years, these systems are simply not
feasible for many scenarios because of their
infrastructure, support or training requirements.
Today's extensible email clients are capable of
handling many of the functions performed by these
modern assessment systems without requiring extra
infrastructure. This paper summarizes experiences using
graphical email-clients that were extended to support
menu-activated automated processing of a
student-submitted program sent as an email message or
attachment. The email-client automatically captured the
results of the automated assessment in an email window
for instructor annotation. This client-based system
provides many of the same benefits as those provided by
web-based systems.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kasurinen:2009:EPK,
author = "Jussi Kasurinen and Uolevi Nikula",
title = "Estimating programming knowledge with {Bayesian}
knowledge tracing",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "313--317",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562972",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In this paper we present a concept for three-phase
measuring method, which can be used to obtain data on
student learning. The focus of this method lies on the
technical aspects of learning programming, answering
questions like which programming constructs students
applied and how large portion of the students
understood the concepts of programming language. The
model is based on three consecutive measurements, which
are used to observe the student errors, applied
programming structures and an application of a Bayesian
learning model to determine the programming knowledge.
So far the model has produced results which confirm
prior knowledge on student learning, indicating that
the concept is feasible for further development.
Despite of the early development phase of the method,
it offers a straightforward way for teacher to assess
the course contents and student performance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Thomas:2009:GDR,
author = "Pete Thomas and Kevin Waugh and Neil Smith",
title = "Generalised diagram revision tools with automatic
marking",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "318--322",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562973",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In this paper, we describe an approach to the
generalisation of tools for teaching and learning the
skills associated with modelling with diagrams. We have
implemented two revision tools that automatically mark
and provide feedback on students' attempts at
constructing diagrammatic models of given scenarios in
different domains. The similarities between these tools
and diagrams in other domains suggest that it might be
possible to generalise both the marking algorithm and
the drawing editor in such a way that new revision
tools could be easily generated for new domains. This
paper briefly describes the existing revision tools and
our approach to automatic marking of diagrams, and
discusses how we are approaching the generalisation of
our work for application in other domains.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Chandrasekar:2009:WTP,
author = "Samantha Chandrasekar and Joseph G. Tront and Jane C.
Prey",
title = "{WriteOn1.0}: a tablet {PC}-based tool for effective
classroom instruction",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "323--327",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562975",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "A Tablet PC combines all the features of a regular
laptop computer with a digitizing screen that interacts
with a complementary electronic pen stylus. The ability
to annotate on a lecture presentation using the pen
stylus of the Tablet PC has attracted the attention of
academics to use them as a potential tool for effective
classroom instruction. Tablet PC based educational
software like Classroom Presenter allows the instructor
to supplement lecture material comprising of static
text-based PowerPoint\reg{} slides by directly
annotating on them. However, computer science and
engineering classes often involve the use of non
text-based lecture material like a simulation demo over
which a lecturer would like to make annotations. In
order to facilitate this, we present a Tablet PC-based
educational tool called WriteOn1.0, the second core
implementation of the WriteOn tool, developed at
Virginia Tech. WriteOn allows the instructor to utilize
electronic ink to annotate on top of any application
window visible on the Tablet PC screen, including those
that play active content like a movie or simulation, by
activating its virtual transparency surface called the
eVellum (electronic vellum).The ability of WriteOn to
improve classroom presentation were pedagogically very
useful as shown by initial classroom testing. However,
in order to deploy WriteOn on large scale in classrooms
as an active and effective teaching tool of choice,
some aspects of the application like its operational
CPU performance and the GUI called for improvement.
WriteOn1.0 addresses the drawbacks of WriteOn with the
introduction of features such as the dynamic eVellum, a
picture-based GUI and an improvement to the operational
CPU performance of the screen capture process. In this
paper, we shall present how WriteOn1.0 can potentially
aid in effective lecturing, especially for subject
matter like programming and digital circuit design,
both of which involve the use of dynamic presentation
material.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Boisvert:2009:VTP,
author = "Charles R. Boisvert",
title = "A visualisation tool for the programming process",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "328--332",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562976",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "eL-CID (e-Learning to Communicate Iterative
Development) demonstrates computer programs' iterative
design using computer animation. It translates
descriptions of iterative editing into a dynamic
visualisation of the changes, as if code was being
edited in front of the user. A range of animations has
been developed and the system evaluated through action
research. The evaluation shows that it is particularly
useful as a reflective tool, revealing the problem
solving inherent to development.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ahoniemi:2009:AUR,
author = "Tuukka Ahoniemi and Ville Karavirta",
title = "Analyzing the use of a rubric-based grading tool",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "333--337",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562977",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Over the years, a lot of research has focused on how
to assess programming courses. For programming courses,
semiautomatic assessment combining automatic and manual
feedback has been shown to be a good solution. In this
paper, we will focus on the manual assessment part and
analyze the use of a rubrics-based grading tool on
larger courses with multiple graders. Our results show
that the use of such tools can support objective
grading with high-quality feedback with reasonable time
usage. Finally, we will give some pointers for teachers
intending to adopt such tools on their courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Blaheta:2009:VPA,
author = "Don Blaheta",
title = "A visual proof of amortised-linear resizable arrays",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "338--338",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562979",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "We demonstrate visually why doubling capacity is the
better strategy when resizing arrays. The visual proof
makes simple amortised analysis more accessible to a
CS2 audience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Velazquez-Iturbide:2009:IVR,
author = "J. {\'A}ngel Vel{\'a}zquez-Iturbide and Antonio
P{\'e}rez-Carrasco and Jaime Urquiza-Fuentes",
title = "Interactive visualization of recursion with {SRec}",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "339--339",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562980",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "SRec is an animation system of recursion intended to
assist in algorithm courses. We present the main
contributions of version 1.1. First, SRec fully
supports any kind of recursion. Second, it provides
three additional graphical representations for
divide-and-conquer algorithms. Finally, it is highly
interactive to promote an exploratory style of
learning.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hwang:2009:VCT,
author = "Seung-won Hwang",
title = "Video courseware for teaching operating systems with
Windows",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "340--340",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562981",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Operating systems, being one of the most complex
pieces of source code, are often an intimidating
subject for both instructors and students. Recently,
Microsoft released teaching materials on Windows for
operating system curricula, to complement traditional
Unix-based instructional operating systems. Such
materials have been reported to boost student learning
by enhancing the relevance and diversity of courses,
while the lack of ``hands-on'' guidance materials has
been reported as hindrance. To complement lacking, we
created video courseware to walk students through the
Windows source code and help them get ready for
large-scale developments on Windows kernel.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Merceron:2009:DPS,
author = "Agathe Merceron",
title = "Design patterns to support teaching of automata
theory",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "341--341",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562982",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Deterministic finite automata (DFA) are taught in
courses like ``formal foundations of computer
science''. It is quite a challenge to get students
interested and proficient in that field. This
contribution presents a set of design patterns to help
teachers teach and students learn the design of DFA.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Almeida-Martinez:2009:VVB,
author = "Francisco J. Almeida-Mart{\'\i}nez and Jaime
Urquiza-Fuentes and J. {\'A}ngel
Vel{\'a}zquez-Iturbide",
title = "{VAST}: a visualization-based educational tool for
language processors courses",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "342--342",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562983",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In this demonstration we present VAST, a visualization
tool to support teaching language processors. On the
one hand, VAST provides an API that allows generating
visualizations of syntax trees independently of the
parser generator. On the other hand, VAST provides a
GUI with multiple views: the source code, the stack and
the syntax tree.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Martin:2009:CLS,
author = "Javier Garcia Martin",
title = "Cooperative learning to support the lacks of {PBL}",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "343--343",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562984",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In this paper, we describe the use of some cooperative
learning methodology sessions in a Project Based
Learning course, in order to cover those topics
uncovered by the project.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Dooley:2009:PAU,
author = "John F. Dooley",
title = "Peer assessments using the {Moodle} workshop tool",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "344--344",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562985",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In this Tip, we describe our experiences over the past
four years in using the Workshop tool in the Moodle
Learning Management System (LMS) to allow students to
do peer assessments of student written journal article
reviews. In our junior-level Software Development
course, students are required to read and review
several journal articles, producing a written review of
2-4 pages. Students are then required to use the
Workshop tool to read and assess the work of several of
their peers using an instructor-supplied rubric. In
this Tip we describe the Workshop tool, how it is set
up for student use, and the results of several
experiences with this approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Seidman:2009:AFI,
author = "Robert H. Seidman",
title = "{Alice} first: {$3$D} interactive game programming",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "345--345",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562986",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "For introductory programming courses, we recommend
teaching Alice as a precursor to teaching
object-oriented languages such as Java. This
presentation describes and demonstrates the approach of
a newly published workbook that uses a highly
motivating story-telling $3$D virtual world interactive
game design and development pedagogical approach.
Students create animated movies and in the process
learn object-oriented programming fundamentals.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Djordjevic:2009:PAC,
author = "Mirela Djordjevi{\'c}",
title = "Progressive assignment in {CS1}",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "346--346",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562987",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This paper proposes a simple graphics programming
project, Java Target project that follows the Spiral
Model of teaching three different components of the
introductory programming course: fundamentals,
object-oriented, and event-driven programming.
Especially important in this project is the progressive
nature that introduces one concept and reviews others.
The project consists of following progressive tasks:
draw a circle (target); user defines radius, and center
of a circle; report number of shots; randomize shots;
select color, select shape, resize target; define user
class Circle (Target); define number of circles in
target; keep scores and find the best score.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rosenbloom:2009:RPC,
author = "Arnold Rosenbloom",
title = "Running a programming contest in an introductory
computer science course",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "347--347",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562988",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "We describe how to run a motivating in-class
competition for an Introductory Computer Science
course. We outline the students background, the
problems, the motivation and the materials needed to
run the competition.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Norvell:2009:RCP,
author = "Theodore S. Norvell and Michael P. Bruce-Lockhart",
title = "Rich content plug-ins for the teaching machine",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "348--348",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562989",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In this paper, we describe a pedagogical tool for
providing rich content in early programming courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Proulx:2009:UTJ,
author = "Viera K. Proulx and Weston Jossey",
title = "Unit testing in {Java}",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "349--349",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562990",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The design of unit tests is a fundamental part of
learning to design programs. We present a Java library
that supports the design of tests for a novice
programmer, together with the test evaluation, and the
reporting of test results in an informative manner. The
tester library has been used at a number of
universities with a great success.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mohr:2009:TNP,
author = "Jonathan Mohr",
title = "Two novel {Prolog} assignments",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "350--350",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562991",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This paper describes two simple but novel Prolog
assignments. The first extends the family tree example
featured in many Prolog textbooks to the problem of
tracing the line of succession to the throne of the
British royal family. The solution uses a
first-child/next-sibling representation of the royal
family tree, since the birth order of a royal's
children is significant when determining the order of
succession. The second is a simple game that combines
features of chess and rock-paper-scissors. The game
board is a directed graph, rather than a simple grid.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Inghelbrecht:2009:TST,
author = "Yanic Inghelbrecht",
title = "Tool support for teaching responsibility-driven
design",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "351--351",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562992",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "We present Trace Modeler, a specialized tool that
helps students understand and apply
responsibility-driven design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wang:2009:RCE,
author = "Shu-Ling Wang and Gwo-Haur Hwang and Ju-Chun Chu and
Pei-Shan Tsai",
title = "The role of collective efficacy and collaborative
learning behavior in learning computer science through
{CSCL}",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "352--352",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562994",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This study attempted to explore the role of group
motivation (i.e., collective efficacy) and
collaborative learning behavior (i.e., group cohesion;
group cognitive involvement) in students' group
performance in learning computer science in
computer-supported collaborative learning environment.
96 Taiwanese college students (32 groups) enrolled in
the course ``Web Page Programming'' participated in the
study. The students discussed and processed their group
projects using ``Intelligent Collaborative Learning
System''. The results indicated that collective
efficacy predict group cohesion significantly in CSCL.
In addition, collective efficacy also showed to predict
group performance in programming significantly.
Moreover, the results also indicated that both group
cohesion and groups with higher cognitive involvement
in their discussion leaded to better group performance.
In summary, this study validated the social cognitive
model in learning computer science in CSCL, that is,
groups with higher collective efficacy had stronger
group cohesion and better performance in learning Web
Page programming. Groups with higher cognitive
involvement and group cohesion also leaded to better
group performance.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mitchell:2009:CSW,
author = "Alison Mitchell and Helen C. Purchase and John Hamer",
title = "Computing science: what do pupils think?",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "353--353",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562995",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "University marketing endeavours attempt to encourage
school leavers to study Computing Science; the success
of such attempts are becoming increasingly crucial as
we see a drop in Computing Science enrollments.
However, the marketing typically focusses on presenting
Computing Science from the point of view of how we
academics view it, with little understanding of what
school pupils know of Computing Science, or their
perceptions of it. We report on an extensive study into
high school students' perceptions of Computing Science
as a discipline, degree programme and career, and
conclude that few students have a clear notion as to
what Computing Science is, and that their perceptions
of the discipline develop early on in their school
career.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kiesmueller:2009:AIL,
author = "Ulrich Kiesmueller and Torsten Brinda",
title = "Automatically identifying learners' problem solving
strategies in-process solving algorithmic problems",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "354--354",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562996",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Learners often use learning and programming
environments to practice basics of programming and
solving algorithmic problems. To adapt the software
feedback to each learner's problem solving process, the
learning environment will be enhanced with a tool to
identify the individual problem solving strategy
in-process automatically. Former attribution of problem
solving strategies to patterns in recorded
learner-system interactions by human researchers should
be validated with the help of questionnaires based on
the Theory of Reasoned Action. To identify the patterns
automatically, speech recognition methods can be used.
In this research project each single problem solving
strategy is modelled by a hidden Markov model.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lillian:2009:EEC,
author = "Cassel Lillian (Boots) and Hislop Gregory and Bharath
Nadella",
title = "{Ensemble}: enriching communities and collections to
support education in computing",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "355--355",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562997",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Ensemble is a new NSF NSDL Pathways project working to
establish a distributed digital library for computing
education. This project is funded by the National
Science Foundation. The project includes the CSTA
portal for teaching materials for teachers in
schools.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Saeli:2009:HTP,
author = "Mara Saeli",
title = "How to teach programming in secondary education: first
results of a {PhD} project",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "356--356",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562998",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In this paper a first introduction to the concept of
Pedagogical Content Knowledge (PCK) of Programming for
secondary school is given. PCK is the knowledge of why
a subject should be taught, how that subject should be
taught, what topics of that subject should be taught
and for whom the teaching of the topic is meant.
Moreover a method to uncover the PCK of Programming is
described.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Schlueter:2009:ATD,
author = "Kirsten Schlueter and Torsten Brinda",
title = "The attributes of task difficulty in informatics in
secondary education: first results of an empirical
study",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "357--357",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1562999",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In the poster, the first results of an empirical study
in progress are presented. The study is directed to
modeling the competence requirements of tasks in
informatics. Initially the focus is on the relevance of
a catalog of criteria affecting the task difficulty,
where relevance is supposed to mean the practicability
as well as the interrelation between criteria and
competence requirements.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Paterson:2009:UCP,
author = "James H. Paterson and John Haddow and Ka Fai Cheng",
title = "Using coding patterns in a model-driven approach to
teaching object oriented programming",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "358--358",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563000",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This poster presents an approach used within
object-oriented programming classes which focus
explicitly on the transition from conceptual model
classes to code. This approach is supported by a
software tool which has been developed to provide
support in the selection and implementation of
appropriate coding patterns.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mhiri:2009:ADI,
author = "Faten Mhiri and Sylvie Ratt{\'e}",
title = "{AARTIC}: development of an intelligent environment
for human learning",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "359--359",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563001",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The project's main objective is the design and
development of an intelligent environment for human
learning (EIAH). Our system is adaptive and intelligent
and aims to guide students in the realization of their
labs and to collaborate with peers. A pedagogical
agent, integrated into the environment, incorporates
functions of observations and personalized tutoring for
learning. The system is currently tested in an
introductory course in IA given to undergraduate
students at ETS.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Altin:2009:WAT,
author = "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",
title = "Working across time zones in cross-cultural student
teams",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "360--360",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563002",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The ability to collaborate with fellow workers from
different cultures on international projects is a key
asset in today's job market . International projects
add new dimensions to student teamwork. These types of
projects give students the opportunity to participate
in collaboration that is remote, cross-cultural, and
linguistically challenging. This proposal examines an
international term project completed by the computing
students of Rose-Hulman Institute of Technology and
Bilkent University.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{de-Marcos:2009:TSM,
author = "Luis de-Marcos and Fernando Flores and Jos{\'e}-Javier
Mart{\'\i}nez",
title = "The two states of the mind to teach {UML}",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "361--361",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563003",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The University of Alcal{\'a} (Spain) and the Lund
University (Sweden) have been collaborating for several
years in the development of various courses at the
in-between of the Computer Science and the Humanities
fields. We are trying to join different expertise and
to apply it to design new ways of teaching. Within this
scope we present here a course that is aimed to teach
the Unified Modeling Language (UML) to humanities
students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Palmer-Brown:2009:GLD,
author = "Dominic Palmer-Brown and Chrisina Draganova and Sin
Wee-Lee",
title = "Guided learning via diagnostic feedback to question
responses",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "362--362",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563004",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This work in progress investigates the potential of
automatically generated diagnostic feedback for guided
learning in formative assessments to enhance the
students' understanding and interactive learning
experience. A method that integrates an on-line
Multiple Choice Questions (MCQs) system with a neural
network based data analysis is developed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Haberman:2009:LTS,
author = "Bruria Haberman and Cecile Yehezkel",
title = "Long-term software projects development: the affect of
students' self-appreciation and initial expectations",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "363--363",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563005",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The ``Computer Science, Academia and Industry''
extra-curricular program has been running at the
Davidson Institute of Science Education for the past
few years. The program, designed especially for
high-school students majoring in computer science, aims
to bridge the gap between the school and ``real world''
of computing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassapu:2009:IIW,
author = "Anita Cassapu",
title = "Introducing the interactive whiteboard in computer
science teaching: a high school experience",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "364--364",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563006",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In our presentation, we will share our experience in
using interactive whiteboards in CS secondary high
school class, in order to promote the learning
processes and to motivate students to elect CS studies
by using this rich-technology environment.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Altin:2009:UIT,
author = "Rukiye Altin and Mustaf{\`a} Bektik and Nuray
Ek{\c{s}}io{\u{g}}lu and Can Koray and {\"O}mer Canbek
{\"O}ner and Merve Sadeta and Hilal {\c{S}}ener and
Duygu Simsek and Ching-Chen Ma and Christine Price and
Christopher R. Routh",
title = "Use of intuitive tools to enhance student learning and
user experience",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "365--365",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563007",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Most user interfaces today present system functions by
use of verbal or iconic symbols on static $2$D menu
pages organized in a hierarchical system [1]. This is
unnatural to all human beings and must be learned, thus
being a barrier between the full use and understanding
of computer systems. With this problem in mind we set
out to build a website and collaborative application
for International Children's Center (ICC) which could
be used not only across languages but across ages as
well. This effort was tested on a daily basis by a
multinational team consisting of students from the
United States and Turkey as well as children from the
respective countries. This attention to usability will
not only lead to an intuitive tool for the client but
also teach the students in the course how to build
intuitive user interfaces.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2009:MDC,
author = "Lillian N. Cassel and Gordon Davies and Stephen
Seidman",
title = "{Masters} degrees in computing",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "366--366",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563008",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The ACM Education Board, the Education Activities
Board of the IEEE Computer Society, representatives of
the Association for Information Systems and the British
Computer Society have joined forces to investigate the
state of Masters degree programs in computing. This
joint effort intends to document the variety and common
features of programs throughout the United States and
Europe. This poster is a status report on that project
and an opportunity for interested individuals to add
information about their programs to this work.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Qian:2009:TRT,
author = "Kai Qian and Jigang Liu and Lixin Tao",
title = "Teach real-time embedded system online with real
hands-on labs",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "367--367",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563009",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In recent years, embedded systems are becoming
increasingly important due to their wide applications
in every aspect of our society. By the year 2010, it is
forecasted that 90\% of the overall program code
developed will be for embedded computing systems. The
rapid growth of embedded systems results in a shortage
of professionals for embedded software development.
Despite the high need of embedded system professionals,
embedded system is currently not well represented in
academic programs. In offering such courses many
schools face the challenges of the lack of suitable and
affordable labs and scarce dedicated staff and faculty.
Suitable embedded software design textbooks are also in
demand. We are developing an interdisciplinary online
junior level course Embedded Systems Analysis and
Design with a companion textbook and labware to meet
the challenge. We know that embedded system design and
development course is a project based learning course
which students must have hands-on lab practice to gain
the experience of hardware and software co-design and
development. How to offer such a course online without
a campus lab? How to make this online course as
effective as an on-campus course? How to make the lab
affordable to the students? How to make the labs a
realistic hands-on lab instead of simulation labs as
many online courses are providing? In this paper we
report our experience in developing such a hands-on lab
based online course. We select the C8051F005DK
development kit from the Silicon Laboratories, Inc. for
our realistic hands-on lab equipment. It is a 25 MIPS
8051 microcontroller with 32K programmable FLASH. Its
Integrated Development Environment (IDE) is a complete,
standalone software program that provides students with
the Keil software 8051 development tools that provides
students with the excellent hands-on opportunity to
work on the real-world embedded system projects instead
of implementation by simulation only. The uniqueness of
the course model is its portable tiny in-box real-world
equipment labware which can be conducted anywhere
without constraints and its portable labs with infused
state-of-arts technology to inspire creativity and
life-long learning. Students can also gain the
engineering experience and hardware and software
co-design, and code development with real MCU. A
textbook ``Embedded System Software Development''
contracted with Springer publisher will be published in
2010. The book includes all the lab implementations
that are very flexible and convenient for students and
instructors. All teaching and learning materials
including review questions, exercises, and all labs on
this microcontroller kit, and instructor supplemental
materials will be available online. The ``learning by
doing'' pedagogy will promote students' life-lime long
learning skills that students not only practice
pre-designed hands-on labs, but also have opportunity
to design and invent their own small smart embedded
devices. Students will get benefits from the experience
in software engineering life cycle of software
requirements analysis, modeling, design, development,
testing, and integrating the well packed products with
the supported hardware devices. On the other hand,
students can also get electronic engineering discipline
experience such as engineering computation and
schematic engineering.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tseng:2009:CUL,
author = "Judy C. R. Tseng and Sunny Y. Y. Hsu and Gwo-Jen
Hwang",
title = "A collaborative ubiquitous learning platform for
computer science education",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "368--368",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563010",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "For teaching the computer architecture, especially in
the course of ``Introduction to the Computer
Sciences'', it is a good practice for a student to
assemble and re-assemble a set of personal computer
system by himself. We called the practice PC-DIY lab.
In our experiences, most of the students like the
PC-DIY lab very much since they can touch and see each
components of a computer system and learn how to put
them together correctly. However, it is unlikely to
assign one teaching assistant for each student when the
practice class is going on. It is usually the case that
only one or two teaching assistants are available.
Therefore, the students are usually not able to get
prompt supports when they encounter some problems
during the practice. To cope with this problem, a
Collaborative Ubiquitous Learning Platform (CULP) is
designed and developed for assisting the students
during the PC-DIY lab.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{deBlas:2009:ALC,
author = "Juan Manuel de Blas and Jos{\'e} Mar{\'\i}a
Guti{\'e}rrez and Luis de Marcos and Roberto Barchino",
title = "Automatic {E}-learning contents composition by using
gap analysis techniques",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "369--369",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563011",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "A goal of e-learning is to increase efficiency by
precisely identifying the training a student needs, and
providing that training in the context of day to day
activities of the students [1]. This paper describes
how the use of IA algorithms can be utilized to
automatically generate customized learning contents on
elearning environments. On top of that, we also propose
the inclusion in the whole process of digital rights,
as in our opinion, it's a way to make up for contents
creators and to encourage them to create better, more
useful materials.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Impagliazzo:2009:GAP,
author = "John Impagliazzo",
title = "Graduate attributes and performance measures:
refinements in assessing programs",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "370--370",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563012",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In this poster, the author provides a pictorial
demonstration of the elements associated with
assessment and its relationship to the newly developed
requirements by accrediting bodies in various
countries. Specifically, it illustrates expected
attributes of program graduates and it highlights the
importance of performance measures when assessing
learning outcomes of a program. The poster shows forms
of assessment and it provides definitions and examples
of program mission, goals, and learning outcomes,
performance indicators, performance measures, and the
use of rubrics. The poster highlights the interaction
of all these assessment characteristics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{English:2009:ESP,
author = "John English and Tammy Rosenthal",
title = "Evaluating students' programs using automated
assessment: a case study",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "371--371",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563013",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This poster presents our experience of using automated
assessment in a programming course given by the
Department of Computer Science at Holon Institute of
Technology (HIT). The course was given as a first year
course as part of an engineering degree which
introduces students to programming in C and which
teaches them the basics of the imperative programming
paradigm. About 200 students took the course in Autumn
2009. They were required to submit 3 programming
assignments each of which contained 4 programming
tasks. Most of the assignments were evaluated manually.
Our poster presents our experience with 15 students who
used an automated assessment system to submit one of
their assignments. The system used was Checkpoint [1],
an integrated automated assessment system developed by
the first author, which generates automated feedback
and evaluation for students' work. The system manages
both homework assignments and formal examinations based
on a range of different question types, including
questions requiring free-text answers. It also allows
automatically-generated marks to be manually moderated
and adjusted, with feedback comments from the human
moderator. Checkpoint has been in use since October
2005 at the University of Brighton in the UK for
assessing two first year Java programming modules which
comprise a total of about 150 students annually.
Students at Brighton are required to use Checkpoint to
submit assignments from the very beginning of their
course, and the two end-of-semester formal examinations
are also administered using Checkpoint. The entire
assessment structure is based around the ability to
assess students on a 'little and often' basis, with
assessment deadlines at fortnightly intervals
throughout the year. However, students at Holon have no
prior experience of automated assessment and it has not
been used so far on any other courses within the
institution. The assessment structure is therefore more
traditional and involves fewer but larger assignments.
The experiment reported here was carried out in order
to evaluate the benefits of automated assessment
following earlier work by the second author [2] and
involved automating one of these assignments. The
assignment was offered in two ways: a conventional
manual submission and an automated submission via
Checkpoint. The students were given the choice of
submitting their work via either method. Checkpoint was
modified for this experiment to display the questions
in Hebrew and to support feedback comments in Hebrew
given by the human evaluator as part of the moderation
process. Checkpoint was also modified to support C in
addition to Java since this was the language the
students were required to write their programs. All the
participants, both students and instructors, gave very
positive feedback. The students had all been manually
evaluated in previous assignments and their comments
with regard to the differences were very positive. They
said that the system was impartial and because it
allowed them to submit many attempts before the
deadline it enabled them to improve their programming
skills. It also allowed the instructors to monitor
student progress during the course of the assignment
and to act to correct misconceptions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mora:2009:LMB,
author = "Higinio Mora Mora and Mar{\'\i}a Teresa Signes Pont
and Rafael Camps Jord{\'a} and Juan Manuel Garc{\'\i}a
Chamizo",
title = "Learning method based on collaborative assessment
performed by the students: an application to computer
science",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "372--372",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563014",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This paper describes a novel method of assessment,
which is being tested in the subject ``Basic Computer
Science''. This subject is given in the fist year of
the Computer Science and Engineering course, at the
University of Alicante. This method consists in
including the students in the assessment process of
their own work, through crossed reviews where the
students identify possible improvements in their
classmate's work that can be performed in the
successive deliveries of the same work.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Skupas:2009:DCC,
author = "Bronius Skupas and Valentina Dagiene and Miguel
Revilla",
title = "Developing classification criteria for programming
tasks",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "373--373",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563015",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The Online Judge (http://icpcres.ecs.baylor.edu) is an
on-line programming trainer created by University of
Valladolid in 1995 with the aim of training users who
participate in programming competitions. Currently this
tool has over 64,000 users from many countries and more
than 2,000 tasks. In 2007 the project ``Integrating
On-line Judge into effective e-learning'', funded by
the European Commission under the Life Long Learning
Programme (grant number
135221-LLP-1-2007-1-ES-KA3-KA3MP), was launched in
order to satisfy the users' demand for greater
pedagogic character and to facilitate the use of the
Online Judge in courses of informatics in higher and
secondary education. The Online Judge has been
maintaining a task database, which can be very useful
for teaching algorithms at various levels. However it
is not easy for teachers to find proper tasks which fit
particular students. At the moment it is possible to
weight task difficulty by the percentage of
participants who provide correct solutions. It is
impossible to find which topics or algorithms are
required to solve tasks. An attempt to classify the
existing tasks by possible solution algorithms was
started by the Online Judge members, using a Wiki
(http://www.algorithmist.com/index.php/Categories).
However the process is ad hoc and needs systematic
revision and analysis. We are providing several schemas
for classification of the tasks: (1) Categories
proposed by task authors, e.g., by providing comments
on the best solution. (2) Categories proposed by the
Online Judge administrators, e.g., length of source
code or time required for solving the task. This type
of classification can only be done by the
administrators as other users do not have any access to
the solutions and statistical data. (3) Categories
proposed by participants ranking the difficulty of
solved tasks. (4) Categories proposed by teachers who
have used the tasks for several years in their courses,
e.g., task topics and difficulty. To make an easier
classification process we propose to develop a set of
keywords or key phrases. Applying these key phrases to
each task will provide more information to users.
Initial set of keywords and key phrases can include:
(1) Theory or algorithms [1] needed to solve the task
(Fig. (1)). Number of Online Judge tasks classified by
algorithms (2) Task difficulty, e.g., involves required
knowledge, no mathematics, basic mathematics, no
algorithms, no data structures, no abstract data
structures, suitable for first year students, correct
algorithm is not obvious, \& (3) Recommending prior
tasks that should be solved first. (4) Task type by
solution output format, e.g., output is unambiguous,
output is ambiguous, output is one number, \& (5) Task
type by source, e.g., Which competition or course
proposed this task? Who is the author?",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hawthorne:2009:RAL,
author = "Elizabeth K. Hawthorne and Karl J. Klee and Robert D.
Campbell and Anita M. Wright",
title = "Revised associate-level curricular guidelines in
computer science",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "374--374",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563016",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This poster presentation features revised
associate-level transfer curriculum guidelines in
computer science that were recently updated by the
Two-Year College Education Committee (TYCEC). These
guidelines will be available online in a Web 2.0
format. As a standing committee of the ACM Education
Board, the TYCEC has been for two decades developing
curricular guidelines for associate-degree computing
programs worldwide.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Inghelbrecht:2009:OOD,
author = "Yanic Inghelbrecht",
title = "Object-oriented design with trace modeler and
{Trace4J}",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "375--375",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563017",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "We present two tools that make students more
productive during various object-oriented design
activities. The first one, Trace Modeler, is a smart
UML sequence diagram editor that helps students
understand and apply responsibility-driven design. The
second tool, Trace4J, is used to record and process the
execution of a java program. Both tools are
complementary. Students use Trace4J to produce focused
sequence diagrams for (part of) a program's execution.
Trace Modeler's support for huge diagrams lets them
navigate and understand the large results in the
initial stages of their processing experiments.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2009:VCA,
author = "Guido R{\"o}{\ss}ling and Florian Lindner",
title = "Visualizing compression algorithms on-the-fly",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "376--376",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563018",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This paper presents a set of generators for
visualizing common compression algorithms on-the-fly
using the established and freely available Animal
algorithm animation system.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Auvinen:2009:ROA,
author = "Tapio Auvinen and Ville Karavirta and Tuukka
Ahoniemi",
title = "{Rubyric}: an online assessment tool for effortless
authoring of personalized feedback",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "377--377",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563019",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Writing feedback can be very time-consuming on large
Computer Science courses. Evolving from years of
research on computer-assisted grading tools, we present
the Rubyric assessment tool which allows graders to
effortlessly construct feedback with reusable phrases.
The tool can be used to facilitate the manual
assessment of assignments varying from essays to
programming projects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tirado:2009:ISI,
author = "Felipe Tirado and Alfonso Bustos and Alejandro Miranda
and Ana Elena Del Bosque",
title = "Inducing student interaction in a virtual
environment",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "378--378",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563020",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In this paper we are reporting on an experimental
research study. The study employed a mixed teaching
procedure (traditional classroom -face to face- and
virtual classroom). The purpose of the study was to
induce student interactions in a virtual environment.
The aim was to develop a series of specific skills by
means of collaborative online work including collective
essays and digital presentations.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ronchetti:2009:TAS,
author = "Marco Ronchetti and Joseph Sant",
title = "Towards automatic syllabi matching",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "379--379",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563021",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Student mobility is a priority in the European Union
since it not only allows academic interchange but also
fosters the awareness of being a European citizen
amongst students. The Bologna Process aimed at
homogenizing the structure of the European Universities
to facilitate the recognition of academic titles as
foreseen by the Lisbon Recognition Convention and
student mobility during their matriculation. Over one
and a half million students have already benefited from
mobility programs such as the Erasmus programme.
Students that participate in a mobility program must
consider a destination, a selection of courses to
follow abroad and how their home institution will
recognize their foreign credits. Selecting the most
appropriate courses is not a simple task since a course
title doesn't always reflect its content. As a result,
manual inspection of syllabi is necessary. This makes
the task time-consuming since it might require manual
inspection and comparison of many syllabi from
different institutions. It would be nice to be able to
at least partially automate the process --- i.e., given
a set of syllabi from two different universities, to be
able to automatically find the best match among courses
in the two institutions. We started experimenting with
this possibility, and although we do not yet have final
results we will present the main idea of our project.
Our plan is to try to apply similarity matching
algorithms to available documents. Similarity matching
is often based on co-occurrence of common words.
However, a na{\"\i}ve application of such an algorithm
would probably end up generating spurious similarities
from the co-occurrence of general terms like ``hour,
exercise, exam\ldots{}''. Using a stop-word strategy in
which these words are catalogued and ignored might seem
a viable solution, but generally does not significantly
improve the results: words that may be considered
irrelevant in one context might be important in a
different context. The path we are following is to
assume the existence of a reference ontology, where all
terms have a description, and then try to identify the
occurrence of the concepts existing in the ontology
within the examined documents. In this way we will be
able to state that ``syllabus x deals with topic y''.
The matching between different syllabi would then be
calculated by matching the topics that were associated
with the syllabi. We decided to focus on the Computer
Science domain since the domain has already been
classified into areas, units and topics present in
CC2001[1] and this ontology has already been mapped
into XML structures[2]. We then used a similarity
matching algorithm that uses Wikipedia as a reference
corpus[3]. Although preliminary results are not yet
fully satisfactory, we believe that this might result
from working at the word level rather than at a concept
level; ``software engineering'' is not just the
co-occurrence of ``software'' and ``engineering'' but a
more complex concept. We are therefore currently
exploring the possibility of identifying multi-words as
concepts (still by using Wikipedia as a reference to
decide if this is the case or not). If our attempts are
successful, the next step will be to
(semi-)automatically crawl academic sites to identify
curricula and automatically match them by using our
algorithm.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hwang:2009:BLT,
author = "Seung-won Hwang",
title = "Blended learning for teaching operating systems with
Windows",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "380--380",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563022",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Since the release of Windows teaching materials, many
experience reports have been published on OS course
offerings adopting Windows kernel for course projects.
Such projects, inherently requiring active learning,
are reported to have both positive and negative
correlations for student learning performance and
responses. In this paper, we study how to maximize the
traditional benefits of active learning, such as
promoting student motivation, while minimizing the
negatives, such as students feeling lost and
overwhelmed. More specifically, we propose to blend
active learning projects with closed problem sets and
report student responses and learning performances.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cole:2009:MPC,
author = "Marilyn C. Cole and Evan Korth and Adam Meyers and Sam
Pluta",
title = "{Musicomputation}: a pilot course exploring a
pre-college computer science curriculum",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "381--381",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563023",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Computer Science and Computational Approaches to Music
for Middle School and High School Students, also known
as Musicomputation (http://musicomputation.com/) was a
highly successful course sponsored by the National
Science Foundation (IIS-0834034) and first held in June
2008 at New York University. Two NYU professors and two
doctoral candidates developed curriculum, gave
lectures, and supervised labs introducing computer
science and computer music to students aged 12-17. Our
hypothesis was that it is easier to learn computer
science when the data you are modeling and the problems
you are solving belong to a domain that you know well
and love. During the project, students progressed far
beyond the instructors' expectations, quickly absorbing
computer science concepts that even college students
often find difficult. For the pilot study, we recruited
11 students with at least five years of background in
music from the Juilliard School's Precollege Division,
Stuyvesant High School, the NYC-area home-schooling
community, and the previous participant lists of
cSplash (a yearly event at the Courant Institute at NYU
where graduate students and professors teach one- to
three-hour classes in computer science and mathematics
to students in grades 6-12). About half of the students
in Musicomputation had some programming experience,
with three of them finishing their year of AP Computer
Science at the time of the course. All 11 students were
highly motivated and had high levels of expertise in
both mathematics and music. Thus, the success of our
class was in part due to the fact that we had recruited
very good students. Musicomputation covered computer
science basics such as the logical design of computers,
formal language theory, sorting algorithms, variables,
control structures and a sampling of how the same
concepts can be represented in different computer
languages. Algorithms and patterns used in certain
pieces of contemporary music (Morton Feldman's Triadic
memories and Steve Reich's Clapping Music) were also
covered in the class, as were the basics of
representing sound electronically. Students were taught
the programming language Processing
(http://www.processing.org/), an open source project
based on Java that easily enables immediate visual
feedback. We also used Processing for simple music
composition, as well as discussing other languages used
for music, such as SuperCollider and ChucK. The
students produced many programs, both graphical and
audible, culminating in final projects which produce
music and are downloadable from the Musicomputation
website. The interdisciplinary nature of the class
helped show the students why computer science is both
important and basic to their future development,
whether they choose to go into a mathematical or
scientific field or continue to develop their musical
and artistic talents. To share the exciting
developments from the course, the poster displays some
of the more visual work that the students created
through the use of Processing, such as a fractal
assignment to implement recursion and a randomized
algorithm that explores the properties of the equation
for a circle. It also includes some evidence (in the
form of code snippets and discussion) of the
revelations in basic programming concepts that students
made over the course of their time learning about
computer science, including both the simplification and
potential expansion of music composition code that can
come about with the discovery of iteration and
recursion.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2009:CDE,
author = "Lillian N. Cassel and Thomas Way and Sridhara
Potluri",
title = "{CPATH}: distributed expertise --- collaborating with
other disciplines",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "382--382",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563024",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This project tries to provide a clarified and
comprehensive understanding of the computing
disciplines that allows shared experiences and
expertise within and across the community. This
collective sharing enables computing faculty to
collaborate with other disciplines that use computing
to enhance groups, and to create new cross-disciplinary
areas of study and research. This involves the
integration of computing with other disciplines like
engineering, sciences, business, and arts and explores
the challenge by bringing together instructors and
researchers across the disciplinary boundaries.
Distributed Expertise enhances teaching and learning
experiences for students of computing and other
disciplines in which computational thinking and
computing models contribute to a variety of
applications. This project is a collaboration by
Villanova University, Virginia Technology University,
and The College of New Jersey (TCNJ).",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kagawa:2009:WWB,
author = "Koji Kagawa",
title = "{WAPPEN}: a {Web}-based application framework for
programming and its {\tt bison\slash flex} plug-in",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "383--383",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563025",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This poster presents an Eclipse RCP-based application
framework named Wappen for learning programming, and
especially, its plugin for Bison and Flex. In courses
such as compiler construction and programming
languages, learners have to use multiple languages.
Time and effort spent by learners on installation and
configuration of programming environments are not
negligible. Wappen provides an infrastructure on which
teachers can arrange simple Web-based programming
environments for various programming languages by
writing plug-ins. Wappen for Oolong has been
successfully used in our compiler construction lab,
where Oolong is an assembly language for the Java
Virtual Machine. This poster introduces Wappen for
Bison/Flex that tries to help learners avoid pitfalls
of Bison/Flex in some respects. It is planned to be put
into practical use in our compiler construction lab
this year.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2009:SES,
author = "Guido R{\"o}{\ss}ling and Marius M{\"u}ller",
title = "Social engineering: a serious underestimated problem",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "384--384",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563026",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "We describe two experiments to get security-relevant
data using Social Engineering. The success of the
experiments is disturbing.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Costa-Soria:2009:TSA,
author = "Crist{\'o}bal Costa-Soria and Jennifer P{\'e}rez",
title = "Teaching software architectures and aspect-oriented
software development using open-source projects",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "385--385",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563027",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The complexity and the big size of current software
systems are challenges to be faced in software
development. In the last few years, these challenges
have increased the effort required to develop such
large software systems. As a result, students must be
able to develop these systems using approaches that
reduce their development costs. Two of these approaches
are Software Architectures and the Aspect-Oriented
Software Development. However, in order to acquire
skills in these approaches, students must put them into
practice in realistic software projects. For this
reason, we propose a reverse engineering method to
learn these approaches by using open-source projects.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kultur:2009:FAP,
author = "Can K{\"u}lt{\"u}r and Ilgim Veryeri Alaca",
title = "Fine arts perspective in user interface design",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "386--386",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563028",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In this poster, we first aim to explain an
interdisciplinary approach and question an idea and
attempt. Second, we aim to underline challenges and
enablers of such an attempt. This idea can be briefly
summarized as ``inclusion of learning activities and
assessments that are applied in coordination with the
Department of Fine Arts might be necessary in terms of
developing visual design skills''. The target of this
approach is improving the courses like 'human computer
interaction' or 'user-interface design'.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pantaleev:2009:DVC,
author = "Alex Pantaleev",
title = "{Dzver}: a visual computer science learning
environment",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "387--387",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563029",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Tusch:2009:TIS,
author = "Guenter Tusch and Paul Leidig and Gregory Wolffe and
David Elrod and Carl Strebel",
title = "Technology infrastructure in support of a medical \&
bioinformatics {Masters} degree",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "388--388",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563030",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In 2003, Grand Valley State University started a
Masters program in Medical \& Bioinformatics. This M.S.
degree, together with related degrees in Biostatistics
and Biotechnology, were part of the ``Professional
Science Masters'' development and implementation
initiative supported by the Sloan Foundation. The
interdisciplinary curriculum includes common core
courses, the promotion and development of ``soft
skills'' through teamwork and project management
experiences, and an applied research focus with a
mandatory business/industry internship. Instrumental to
achieving these goals is a strong lab component to the
curriculum that incorporates familiarity with
industry-standard and widely-used software packages. We
here give an update on details of the system
architecture, software components, and their
adaptations through the first six years of our
program.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Bryfczynski:2009:GGC,
author = "Samuel P. Bryfczynski and Roy P. Pargas",
title = "{GraphPad}: a graph creation tool for {CS2\slash
CS7}",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "389--389",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563031",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hislop:2009:RIP,
author = "Gregory W. Hislop",
title = "Replacing introductory programming courses with a
broader perspective on computing",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "390--390",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563032",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This poster describes an effort to create a different
initial course sequence for computing degrees. This
effort, the EntryPoint project, focuses primarily on
the first two years of the undergraduate program. An
intention of the project is to retain programming
learning objectives, but move away from the traditional
programming-focused introductory sequence. A three
dimensional model, CAP (content, application, and
process), is used to organize the discussion of
introductory courses.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Saravanos:2009:PEE,
author = "Antonios Saravanos and Charles Kinzer",
title = "The positive effects of explanation after {CE} in
{AVBL}",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "391--391",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563033",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In this study we examine the implications that
corrected-errors in asynchronous video based lessons
can have on learners' perception of the instruction. We
find that explicit explanation following
corrected-errors negates most of the negative effects
towards learners' perception of the instruction.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hsiao:2009:EPP,
author = "I-Han Hsiao and Sergey Sosnovsky and Peter
Brusilovsky",
title = "Extending parameterized problem-tracing questions for
{Java} with personalized guidance",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "392--392",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563034",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Problem-tracing questions are popular among teachers
of various programming languages. In an assessment mode
these questions allows to evaluate student knowledge of
language semantics. In a self-assessment mode, they
provide an excellent learning tool. A 2004 ITiCSE
working group report [4] stressed the importance of
this type of questions to build foundation of
higher-level knowledge. Yet the use of problem-tracing
questions is still limited due to a large authoring
overhead. To resolve this bottleneck, we explored the
idea of parameterized question generation [2]. We
developed QuizPACK [1], a system which can generate
parameterized problem-tracing questions for C
programming language. We also developed QuizGuide [1],
a personalized guidance system for QuizPACK, which
models student knowledge and guides students
individually to most appropriate questions to try. The
results of our studies demonstrated that QuizPACK
strongly benefits student knowledge and that QuizGuide
personalized guidance technology increased student
ability to answer questions correctly and encouraged
them to use the system more extensively (which, in
turn, positively impacted their knowledge) [1].
However, parameterized questions in area of C
programming were not as diverse from the complexity
point of view as parameterized questions explored in
other areas such as physics [2]. As a result, it was
left unclear whether personalized guidance technology
can successfully guide students to a broader range of
questions from relatively simple to very difficult. The
work reported in this poster expands our work on
parameterized questions to a more sophisticated domain
of object-oriented Java programming, which allowed us
to introduce questions of much broader. Capitalizing on
our experience with QuizPACK, we developed QuizJET
(Java Evaluation Toolkit), which supports authoring,
delivery, and evaluation of parameterized questions for
Java [3]. We also implemented JavaGuide system (Figure
1), which provides personalized guidance for QuizJET
questions. We assessed the impact of adaptive
navigation support to student work with questions of
different complexity as well as the impact of this
technology on weaker and stronger students. The results
of two classroom studies indicate that personalized
guidance encouraged students to use parameterized
questions more extensively and also helped them to
access right questions at the right time. Students were
2.5 times more likely to answer a quiz correctly with
personalized guidance than without such it. In
addition, we found that personalized guidance
especially benefited weak students to achieve scores
comparable with the scores of strong students on each
complexity level of questions.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Iglesias:2009:ASE,
author = "Ana Iglesias and Lourdes Moreno and Pablo Revuelta and
Javier Jim{\'e}nez",
title = "{APEINTA}: a {Spanish} educational project aiming for
inclusive education in and out of the classroom",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "393--393",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563035",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "APEINTA is a Spanish educational project founded by
the Spanish Minister of Education and Sciences that
aims for inclusive education for every student of all
abilities in and out of the classroom. In this work,
the APEINTA project is presented",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rubio-Sanchez:2009:TRU,
author = "Manuel Rubio-S{\'a}nchez and J. {\'A}ngel
Vel{\'a}zquez-Iturbide",
title = "Tail recursion by using function generalization",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "394--394",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563036",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The design of tail recursive algorithms may require
thinking about iteration rather than recursion. This
paper provides a methodology for deriving tail
recursive functions that is based on declarative
programming and the concept of function generalization,
which allow to avoid iterative thinking.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rossling:2009:SIE,
author = "Guido R{\"o}{\ss}ling and Yavor Kolarov",
title = "A system for integral efficiency analysis of
sustainable technologies",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "395--395",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563037",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Sustainability is receiving increasing interest from
the CS community and average users. We present plans
for a system that provides an integral efficiency
analysis for recommending the most appropriate
sustainable technology for a given location.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Moffat:2009:UMT,
author = "David C. Moffat and Kathryn Trinder",
title = "The use of {MUVE} technology in teaching {AI}
algorithms",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "396--396",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563038",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The Second-Life (SL) MUVE (Multi-User Virtual
Environment) is not often used for teaching core
curriculum in computing. We made a simulation set in SL
to illustrate key AI algorithms, and deployed them in
labs to help the students visualize them.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mirolo:2009:MMR,
author = "Claudio Mirolo",
title = "Mental models of recursive computations vs. recursive
analysis in the problem domain",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "397--397",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563039",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "The work outlined here was inspired by [1, 3], where
the authors analyze the mental models of recursion by
looking at how students trace simple recursive
computations. Besides trying to understand if their
results generalize to a different context, I was
interested to see the correlations between the mental
models of the computation process and the ability to
establish recursive relationships in the problem
domain. My investigation essentially lends further
support to the findings of [3]. However, a consistent
mental model of recursive computations, although
implied by the ability to use recursion in
problem-solving, does not seem to be sufficient for the
achievement of this higher-level skill.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kultur:2009:KPC,
author = "Can K{\"u}lt{\"u}r",
title = "Keeping the pace in {CS}-1 through the use of {CMS}",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "398--398",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563040",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In this poster, it is aimed to share the experience of
using course management systems (CMS) in a CS-1 course.
The aim was to focus on the individual needs of
students while learning programming. Creating a social
online environment for solving exercises and sharing
solutions seemed to be effective to support instructors
as well as students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Draganova:2009:UMP,
author = "Chrisina Draganova",
title = "Use of mobile phone technologies in learning",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "399--399",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563041",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This work investigates the potential of using mobile
phone technologies in learning and teaching.
Experiments with three different systems are
presented.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Stephenson:2009:VER,
author = "Ben Stephenson",
title = "Visual examples of recursion",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "400--400",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563042",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "Because recursion is generally introduced early in the
curriculum, the range of problems that can be used to
motivate its study is limited. We describe three
interesting visual problems that use recursion
effectively. Each problem demonstrates the utility of
recursion in an engaging way while being appropriate
for students nearing the end of CS1.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kurkovsky:2009:MCM,
author = "Stan Kurkovsky",
title = "Making the case for mobile game development",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "401--401",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563043",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cassel:2009:CPC,
author = "Lillian Cassel and Richard LeBlanc and Andrew
McGettrick and Michael Wrinn",
title = "Concurrency and parallelism in the computing
ontology",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "402--402",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563044",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "This poster will describe ongoing work to modify the
Computing Ontology to incorporate issues of parallelism
and concurrency, motivated by recent developments in
computer hardware design.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Wiesner:2009:HDR,
author = "Bernhard Wiesner and Torsten Brinda",
title = "How do robots foster the learning of basic concepts in
informatics?",
journal = j-SIGCSE,
volume = "41",
number = "3",
pages = "403--403",
month = sep,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1595496.1563045",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:23 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
note = "Proceedings of ITiCSE '09.",
abstract = "In the poster a project is presented that investigates
the efficiency of using educational robots in early
secondary computer science education. Results will be
obtained from a comparative study in 9th grade
informatics classes.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Gotterbarn:2009:TPW,
author = "Don Gotterbarn",
title = "Thinking professionally: When soon after is way too
late: the deception of 'opt-out' systems",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "6--8",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709426",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kumar:2009:RBF,
author = "Deepak Kumar",
title = "Reflections: Back to the future 100?",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "8--9",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709427",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Clear:2009:TIS,
author = "Tony Clear",
title = "Thinking issues: Strategies for answering examination
questions: how do novice programmers build a theory of
the program?",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "9--12",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709428",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Topi:2009:ERC,
author = "Heikki Topi",
title = "{IS} Education: The role of {IS} in computing
education",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "12--13",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709429",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2009:CRB,
author = "Raymond Lister",
title = "{CS} Research: Book burning, naturally occurring data,
and the stages of pedagogic grief",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "13--14",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709430",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Walker:2009:CIG,
author = "Henry M. Walker",
title = "Classroom issues: Grading and the allocation of
points",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "14--16",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709431",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Hawthorne:2009:CCCb,
author = "Elizabeth K. Hawthorne",
title = "Community college corner: Upcoming computing education
summit for community colleges",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "16--17",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709432",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Petre:2009:DEW,
author = "Marian Petre",
title = "Distance education: What our children can teach us
about distance learning and learning programming",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "17--18",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709433",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Kaczmarczyk:2009:PMA,
author = "Lisa Kaczmarczyk",
title = "Percolations: Mind alterations: the {IDE} and their
conceptual development",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "19--20",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709434",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Popyack:2009:UPE,
author = "Jeffrey Popyack",
title = "Upsilon pi epsilon: New happenings",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "20--21",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709435",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Henderson:2009:MCA,
author = "Peter B. Henderson",
title = "Math counts: Arguments, proofs, and \ldots{}",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "21--22",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709436",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2009:CCL,
author = "David Ginat",
title = "Colorful challenges: The lengthy $0$--$1$",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "22--23",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709437",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Yang:2009:SMA,
author = "Feng-Jen Yang",
title = "Stopping a myth in artificial neural networks",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "25--29",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709439",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The myth of ``the more neurons, the better learning''
is commonly held in artificial intelligence personnel.
The side effect of having too many neurons may not be
easily observed unless some active measurements and
analyses are taken. In this study, I performed a series
of experiments to make various neural networks learn
the same quadratic equation and then analyzed three
statistical data to illustrate the problems that can be
caused by having more than necessary number of neurons
in a neural network.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mahoney:2009:TCC,
author = "William Mahoney and Jay Pedersen",
title = "Teaching compiler code generation: simpler is better",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "30--34",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709440",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The code generation portion of a compiler is still
typically constructed by hand in an ad-hoc manner. When
teaching a compiler construction class, the code
generation phase can occupy a large portion of a one
semester project. To address this, we have created an
extremely small instruction set simulator which is
easily learned in a short period of time. We've termed
this a RRISC (Really Reduced Instruction Set Computer)
and have been using it successfully for several
years.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ginat:2009:NMD,
author = "David Ginat",
title = "On the non-modular design of on-the-fly computations",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "35--39",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709441",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "On-the-fly computations are apparent in all levels of
the CS studies. Yet, textbooks do not underline their
characterizing design features. One of their primary
features is the non-modular composition of design
patterns. Additional design features involve insightful
observations and the perspective of state transitions.
Unfortunately, novices demonstrate limited competence
with these features, even after repeatedly seeing
on-the-fly designs. The objective of this paper is to
shed light on the novice difficulties, and to elaborate
on the above features, in advocating the importance of
their explicit presentation to students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Goulding:2009:ESA,
author = "Tom Goulding",
title = "An encryption system in assembly language: a game-like
project for novice programmers",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "40--44",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709442",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This case study discusses the incorporation of
encryption systems development into the educational
journey of undergraduate computer science or game
development majors. We discuss the experience of first
semester Daniel Webster College sophomores who
attempted to develop the German WWII ENIGMA encryption
system in assembly language. By incorporating a real
world encryption system project into a beginning
computer architecture class students become deeply
immersed in numbering systems, hardware logic design,
operating system services and, of course instruction
set architectures. Of necessity, they also must refine
and develop their programming skills to an
extraordinary degree. During the past seven years we
have found that most students can develop a complete
software version of the complex and amazing ENIGMA
encryption system. We outline in this paper the
strategy that seems to lead to a successful outcome for
most students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ensley:2009:HAP,
author = "Douglas Ensley",
title = "A hands-on approach to proof and abstraction",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "45--47",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709443",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Abstraction is an important part of mathematics and
computer science, and it is a common stumbling point
for students learning how to write mathematical proofs.
This article outlines simple strategies for making
mathematical proof less abstract in the context of the
discrete mathematics course.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Pillay:2009:LDE,
author = "Nelishia Pillay",
title = "Learning difficulties experienced by students in a
course on formal languages and automata theory",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "48--52",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709444",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Students taking courses on formal languages and
automata theory (FLAT) usually do not find these
courses interesting and experience difficulty in
grasping the different concepts. While there has been a
vast amount of research into methodologies to assist
students to conceptualize FLAT topics, there has been
no research into the actual learning difficulties
experienced by students with the different topics. This
paper reports on the findings of a study conducted to
identify these learning difficulties for some of the
FLAT topics.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Maniccam:2009:SSU,
author = "S. Maniccam",
title = "Sorting and searching using {Lisp}, functional
programming, and recursion",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "53--56",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709445",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents some commonly used algorithms and
data structures using the Lisp language, functional
programming style, and recursive thinking. Insertion
sort, selection sort, quick sort, binary search tree,
search, insertion, and deletion operations are
presented. The algorithms are written in purely
functional and recursive style using Lisp. Only a small
subset of Lisp is used to write the algorithms. Various
factors related to learning, teaching, and the
curriculum are pointed out.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Minsker:2009:CLH,
author = "Steven Minsker",
title = "The classical\slash linear {Hanoi} hybrid problem:
regular configurations",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "57--61",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709446",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "We continue our study, begun in [3], of the
classical/linear Towers of Hanoi ``hybrid'' problem, in
which there are three pegs arranged in a row, and the
rules governing ring movement depend on ring color.
Whereas [3] dealt with perfect to perfect configuration
problems in a very straightforward manner, the current
paper discusses deterministic and dynamic algorithms
for regular to regular problems, which turn out to be
far more complicated than perhaps might be expected.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cummins:2009:TBF,
author = "Stephen Cummins and Liz Burd and Andrew Hatch",
title = "Tag based feedback for programming courses",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "62--65",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709447",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper reports the findings of a preliminary
investigation into whether feedback generated by
annotating source code with tags is considered useful
by undergraduate students. These types of annotations
facilitate a new approach to presenting assessment
feedback to students in the form of a Web 2.0 tagging
environment. This paper highlights the benefits and
limitations of this approach as well as details of
student reaction and behavior. This investigation
focuses on assessment and feedback for an undergraduate
Software Engineering Group Project. The preliminary
results collected encourage further investigation of
this approach.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ritter:2009:ISP,
author = "Nicola Ritter and Tanya McGill and Nik Thompson",
title = "Incremental submission of programming code using
object-oriented classes",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "66--70",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709448",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Given increasing adoption of agile software
development methodologies it is essential that
information technology students are exposed to them.
This paper describes and evaluates an attempt to
introduce agile programming into a core second year
programming course. The initiative appeared to be
associated with improvements in both drop out and pass
rate, and student perceptions of the innovation were
largely positive.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Labouseur:2009:BBO,
author = "Alan G. Labouseur",
title = "A browser-based operating systems project:
{JavaScript} adventures in dinosaur slaying",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "71--75",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709449",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper presents one educator's experience with a
browser-based project for an upper-level/graduate
Operating Systems course. The author explains the
project goals, why the browser in general and
JavaScript in particular are so well suited for this
task, challenges and their solutions, the incremental
assignments that ultimately result in a fairly complex
OS simulation by the end of the semester, the response
to the project, and some ideas about where to go
next.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Milner:2009:BMJ,
author = "Walter W. Milner",
title = "A broken metaphor in {Java}",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "76--77",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709450",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In this paper, the matrix of metaphors in which Java
is located is outlined, and the way that students
understand event-handling through the EventListener
metaphor is described, supported by interview extracts.
This clashes both with the typical syntax of natural
language imperatives, and with the actual mechanism of
Java event handling. It is therefore a source of some
confusion in students.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Rolfe:2009:APF,
author = "Timothy J. Rolfe",
title = "The assignment problem: further exploring
parallelism",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "78--81",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709451",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The linear assignment problem requires the
determination of an optimal permutation vector for the
assignment of tasks to agents. Even the backtracking
implementation supports a rather powerful bounding
function. An earlier article discussed the fundamental
problem and executing the backtracking in parallel.
This article addresses the branch-and-bound approach
and shows transforming that into a parallel
algorithm.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Santore:2009:SEC,
author = "John Santore and Torben Lorenzen and Robert Creed and
David Murphy and Roger Orcutt",
title = "The software engineering class builds a {GUI} for
subversion",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "82--84",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709452",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The authors describe a software engineering course in
which undergraduate students produced a GUI frontend to
Subversion, a popular open source version control
system. Three teams implemented the project by shelling
out to the command line and one team used TkSVN. A
download of the course materials and a project
implementation are provided.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Ngai:2009:ISA,
author = "Grace Ngai and Winnie W. Y. Lau and Stephen C. F. Chan
and Hong-va Leong",
title = "On the implementation of self-assessment in an
introductory programming course",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "85--89",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709453",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Much of the work in making the introductory
programming course more attractive to students has
centered around the course content. However, many
student frustrations and anxieties stem from the
assessment of the course: students do not have a clear
idea of what they need to do to achieve a certain
grade, and whether their work meets the expectations.
We present the results of a pilot study that aims to
reduce student frustrations and anxieties through the
use of student self-assessment with clearly-defined
criteria. Our study shows that given the proper
instruction and guidance, students are able to
accurately assess and predict their own grades. The
result is an improved and more satisfactory learning
experience.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Huggins:2009:ECS,
author = "James K. Huggins",
title = "Engaging computer science students through cooperative
education",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "90--94",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709454",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computer science educators continuously seek creative
and effective ways of engaging students. The model of
cooperative education, in which students systematically
combine academic learning with practical work
experiences, provides opportunities to deepen student
learning, promote student retention, and prepare
students for professional life. We discuss ways in
which cooperative learning can engage students in the
broader discipline of computer science.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Sicilia:2009:HST,
author = "Miguel-Angel Sicilia",
title = "How should transversal competence be introduced In
computing education?",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "95--98",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709455",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "The development of transversal or transferable
competences is currently considered a key ingredient of
the outcomes of Higher Education. However, course and
curricula design accounting for such competences
remains a challenge for which little practical guidance
is available. This paper sketches a systematic
procedure for introducing such competencies in courses
related to engineering software by analyzing the
connection of transversal abilities to specific
competencies that have been recognized as important.
This emphasizes the contextualization of generic skills
within realistic practical activity, and avoids, at
least to some extent, both overemphasis on activities
oriented to developing the transversal aspects and also
disconnection of these aspects with real-world
performances.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Cooper:2009:ECS,
author = "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. P{\'e}rez and
Charles Pfleeger and Richard Raines and Corey Schou and
Joel Brynielsson",
title = "An exploration of the current state of information
assurance education",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "109--125",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709457",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Information Assurance and computer security are
serious worldwide concerns of governments, industry,
and academia. Computer security is one of the three new
focal areas of the ACM/IEEE's Computer Science
Curriculum update in 2008. This ACM/IEEE report
describes, as the first of its three recent trends,
``the emergence of security as a major area of
concern.'' The importance of Information Assurance and
Information Assurance education is not limited to the
United States. Other nations, including the United
Kingdom, Australia, New Zealand, Canada, and other
members from NATO countries and the EU, have inquired
as to how they may be able to establish Information
Assurance education programs in their own country. The
goal of this document is to explore the space of
various existing Information Assurance educational
standards and guidelines, and how they may serve as a
basis for helping to define the field of Information
Assurance. It was necessary for this working group to
study what has been done for other areas of computing.
For example, computer science (CS 2008 and
associate-degree CS 2009), information technology (IT
2008), and software engineering (SE 2004), all have
available curricular guidelines. In its exploration of
existing government, industry, and academic Information
Assurance guidelines and standards, as well as in its
discovery of what guidance is being provided for other
areas of computing, the working group has developed
this paper as a foundation, or a starting point, for
creating an appropriate set of guidelines for
Information Assurance education. In researching the
space of existing guidelines and standards, several
challenges and opportunities to Information Assurance
education were discovered. These are briefly described
and discussed, and some next steps suggested.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Borstler:2009:EOO,
author = "J{\"u}rgen B{\"o}rstler and Mark S. Hall and Marie
Nordstr{\"o}m and James H. Paterson and Kate Sanders
and Carsten Schulte and Lynda Thomas",
title = "An evaluation of object oriented example programs in
introductory programming textbooks",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "126--143",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709458",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Research shows that examples play an important role
for cognitive skill acquisition. Students as well as
teachers rank examples as important resources for
learning to program. Therefore examples must be
consistent with the principles and rules of the topics
we are teaching. However, educators often struggle to
find or develop objectoriented example programs of high
quality. Common examples are often perceived as not
fully faithful to all principles and guidelines of the
object-oriented paradigm, or as not following general
pedagogical principles and practices. Unless students
are able to engage with good examples, they will not be
able to tell desirable from undesirable properties in
their own and others' programs. In this paper we report
on a study in which experienced educators reviewed a
wide range of object-oriented examples for novices from
popular textbooks. This review was accomplished using
an on-line checklist that elicited responses on 10
quality factors. Results show that the evaluation
instrument provides a sufficiently consistent set of
responses to distinguish examples. The paper then goes
on to examine some of the characteristics of good and
bad examples and how this study will influence the
evolution of the evaluating instrument.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Mann:2009:CSE,
author = "Samuel Mann and Logan Muller and Janet Davis and
Claudia Roda and Alison Young",
title = "Computing and sustainability: evaluating resources for
educators",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "144--155",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709459",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "Computing has a significant impact on sustainable
outcomes and computing education for sustainability has
previously been identified as an important goal. This
paper aims to address a barrier to the integration of
sustainability into computing teaching --- that of a
perceived paucity of resources. The ``framework''
(Computing Education for Sustainability, CE4S) is
developed that could be used by educators to access
resources for the integration of sustainability in the
computing curriculum.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Lister:2009:NOD,
author = "Raymond Lister and Tony Clear and Simon and Dennis J.
Bouvier and Paul Carter and Anna Eckerdal and Jana
Jackov{\'a} and Mike Lopez and Robert McCartney and
Phil Robbins and Otto Sepp{\"a}l{\"a} and Errol
Thompson",
title = "Naturally occurring data as research instrument:
analyzing examination responses to study the novice
programmer",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "156--173",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709460",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "In New Zealand and Australia, the BRACElet project has
been investigating students' acquisition of programming
skills in introductory programming courses. The project
has explored students' skills in basic syntax, tracing
code, understanding code, and writing code, seeking to
establish the relationships between these skills. This
ITiCSE working group report presents the most recent
step in the BRACElet project, which includes
replication of earlier analysis using a far broader
pool of naturally occurring data, refinement of the
SOLO taxonomy in code-explaining questions, extension
of the taxonomy to code-writing questions, extension of
some earlier studies on students' 'doodling' while
answering exam questions, and exploration of a further
theoretical basis for work that until now has been
primarily empirical.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Fuller:2009:PDA,
author = "Ursula Fuller and Joyce Currie Little and Bob Keim and
Charles Riedesel and Diana Fitch and Su White",
title = "Perspectives on developing and assessing professional
values in computing",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "174--194",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709461",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "This paper discusses how to ensure that students
attain professional values important to the workplace
by integrating them into computing curricula. It
describes a survey of the attitudes of students,
faculty and professionals in computing towards the
teaching and assessment of such values. The results
show that these groups share a set of professional
values, though students are less convinced of their
importance in the work environment. There is broad
consensus on the specific behaviors and attitudes
reflective of these values to be developed in the
curriculum. The groups differed in their opinions of
whether these attitudes and behaviors could be workably
assessed.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Article{Isbell:2009:RDC,
author = "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",
title = "(Re)defining computing curricula by (re)defining
computing",
journal = j-SIGCSE,
volume = "41",
number = "4",
pages = "195--207",
month = dec,
year = "2009",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/1709424.1709462",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:44:27 MST 2012",
bibsource = "http://portal.acm.org/;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
abstract = "What is the core of Computing? This paper defines the
discipline of computing as centered around the notion
of modeling, especially those models that are
automatable and automatically manipulable. We argue
that this central idea crucially connects models with
languages and machines rather than focusing on and
around computational artifacts, and that it admits a
very broad set of fields while still distinguishing the
discipline from mathematics, engineering and science.
The resulting computational curriculum focuses on
modeling, scales and limits, simulation, abstraction,
and automation as key components of a computationalist
mindset.",
acknowledgement = ack-nhfb,
fjournal = "SIGCSE Bulletin (ACM Special Interest Group on
Computer Science Education)",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688",
}
@Proceedings{Cassel:2000:PST,
editor = "Boots Cassel and Nell B. Dale and Henry MacKay Walker
and Susan M. Haller",
booktitle = "{The proceedings of the thirty-first SIGCSE Technical
Symposium on Computer Science Education: SIGCSE 2000,
Austin, Texas, March 8--12, 2000}",
title = "{The proceedings of the thirty-first SIGCSE Technical
Symposium on Computer Science Education: SIGCSE 2000,
Austin, Texas, March 8--12, 2000}",
volume = "32(1)",
publisher = pub-ACM,
address = pub-ACM:adr,
pages = "xxi + 446",
year = "2000",
CODEN = "SIGSD3",
DOI = "https://doi.org/10.1145/330908.331808;
https://doi.org/10.1145/331795.331808",
ISBN = "1-58113-213-1",
ISBN-13 = "978-1-58113-213-7",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2000.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
remark = "Symposium co-chairs Boots Cassel and Nell Dale.
Program chair Henry Walker and Susan Haller.",
}
@Proceedings{Ellis:2000:PAS,
editor = "Ainslie E. Ellis",
booktitle = "{Proceedings of the ACM SIGCSE 4th Australasian
Conference on Computer Science Education, ACSE 2000,
Melbourne, Victoria, Australia, 2000}",
title = "{Proceedings of the ACM SIGCSE 4th Australasian
Conference on Computer Science Education, ACSE 2000,
Melbourne, Victoria, Australia, 2000}",
volume = "8",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2000",
CODEN = "SIGSD3",
ISBN = "1-58113-271-9",
ISBN-13 = "978-1-58113-271-7",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/acse/acse2000.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{ACM:2001:PTS,
editor = "ACM",
booktitle = "{Proceeding of the Thirty-second SIGCSE Technical
Symposium on Computer Science Education (SIGCSE-01),
21--25 February 2001, Charlotte, North Carolina}",
title = "{Proceeding of the Thirty-second SIGCSE Technical
Symposium on Computer Science Education (SIGCSE-01),
21--25 February 2001, Charlotte, North Carolina}",
volume = "33(1)",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2001",
CODEN = "SIGSD3",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 10:29:15 2012",
bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Fincher:2001:PAS,
editor = "Sally Fincher and Bruce J. Klein and Fintan Culwin and
Michael McCracken",
booktitle = "{Proceedings of the 6th Annual SIGCSE Conference on
Innovation and Technology in Computer Science
Education, ITiCSE 2001, Canterbury, UK, June 25--27,
2001}",
title = "{Proceedings of the 6th Annual SIGCSE Conference on
Innovation and Technology in Computer Science
Education, ITiCSE 2001, Canterbury, UK, June 25--27,
2001}",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2001",
CODEN = "SIGSD3",
ISBN = "1-58113-330-8",
ISBN-13 = "978-1-58113-330-1",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/iticse/iticse2001.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Finckel:2001:PAS,
editor = "David Finckel",
booktitle = "{Proceedings of the 6th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE-01), 25--27 June 2001, Canterbury, UK}",
title = "{Proceedings of the 6th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE-01), 25--27 June 2001, Canterbury, UK}",
volume = "33(3)",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2001",
CODEN = "SIGSD3",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 10:29:15 2012",
bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Walker:2001:PST,
editor = "Henry MacKay Walker and Ren{\'e}e A. McCauley and
Judith L. Gersting and Ingrid Russell",
booktitle = "{Proceedings of the 32rd SIGCSE Technical Symposium on
Computer Science Education, 2001, Charlotte, North
Carolina, USA, 2001}",
title = "{Proceedings of the 32rd SIGCSE Technical Symposium on
Computer Science Education, 2001, Charlotte, North
Carolina, USA, 2001}",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2001",
CODEN = "SIGSD3",
ISBN = "1-58113-329-4",
ISBN-13 = "978-1-58113-329-5",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2001.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Caspersen:2002:PAS,
editor = "Michael E. Caspersen and Dan Joyce and Don Goelman and
Ian Utting",
booktitle = "{Proceedings of the 7th Annual SIGCSE Conference on
Innovation and Technology in Computer Science
Education, ITiCSE 2002, Aarhus, Denmark, June 24--28,
2002}",
title = "{Proceedings of the 7th Annual SIGCSE Conference on
Innovation and Technology in Computer Science
Education, ITiCSE 2002, Aarhus, Denmark, June 24--28,
2002}",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2002",
CODEN = "SIGSD3",
ISBN = "1-58113-499-1",
ISBN-13 = "978-1-58113-499-5",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/iticse/iticse2002.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Finkel:2002:PAS,
editor = "David Finkel",
booktitle = "{Proceedings of the 7th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE-02), 24--28 June 2002, Aarhus, Denmark}",
title = "{Proceedings of the 7th Annual SIGCSE Conference on
Innovation and Technology in Computer Science Education
(ITiCSE-02), 24--28 June 2002, Aarhus, Denmark}",
volume = "34(3)",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2002",
CODEN = "SIGSD3",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 10:29:15 2012",
bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Gersting:2002:PST,
editor = "Judith L. Gersting and Henry MacKay Walker and Scott
Grissom",
booktitle = "{The proceedings of the thirty-third SIGCSE Technical
Symposium on Computer Science Education: SIGCSE 2002,
Northern Kentucky, February 27--March 3, 2002: theme,
At the center of change}",
title = "{The proceedings of the thirty-third SIGCSE Technical
Symposium on Computer Science Education: SIGCSE 2002,
Northern Kentucky, February 27--March 3, 2002: theme,
At the center of change}",
publisher = pub-ACM,
address = pub-ACM:adr,
pages = "xix + 442",
year = "2002",
CODEN = "SIGSD3",
ISBN = "1-58113-473-8",
ISBN-13 = "978-1-58113-473-5",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2002.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
remark = "ACM order number 457020.",
subject = "Computers; Study and teaching; Congresses; Computer
science",
}
@Proceedings{Impagliazzo:2002:PTT,
editor = "John Impagliazzo",
booktitle = "{Proceedings of the Thirty-third SIGCSE Technical
Symposium on Computer Science Education (SIGCSE-02), 27
February--3 March 2002, Northern Kentucky, USA}",
title = "{Proceedings of the Thirty-third SIGCSE Technical
Symposium on Computer Science Education (SIGCSE-02), 27
February--3 March 2002, Northern Kentucky, USA}",
volume = "34(1)",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2002",
CODEN = "SIGSD3",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 10:29:15 2012",
bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Anonymous:2003:PTF,
editor = "Anonymous",
booktitle = "{Proceedings of the Thirty-Fourth SIGCSE Technical
Symposium on Computer Science Education: SIGCSE 2003:
Reno, Nevada, USA, February 19--22, 2003}",
title = "{Proceedings of the Thirty-Fourth SIGCSE Technical
Symposium on Computer Science Education: SIGCSE 2003:
Reno, Nevada, USA, February 19--22, 2003}",
publisher = pub-ACM,
address = pub-ACM:adr,
pages = "xxiii + 420",
year = "2003",
CODEN = "SIGSD3",
ISBN = "1-58113-648-X",
ISBN-13 = "978-1-58113-648-7",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
LCCN = "QA76.27 .A34 2003",
bibdate = "Mon Nov 19 05:50:40 MST 2012",
bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
z3950.loc.gov:7090/Voyager",
acknowledgement = ack-nhfb,
remark = "ACM order number 457030.",
subject = "Computers; Study and teaching; Congresses; Computer
science",
}
@Proceedings{Dagdilelis:2003:PAS,
editor = "Vassilios Dagdilelis and Maya Satratzemi and David
Finkel and Roger D. Boyle and Georgios Evangelidis",
booktitle = "{Proceedings of the 8th Annual SIGCSE Conference on
Innovation and Technology in Computer Science
Education, ITiCSE 2003, Thessaloniki, Greece, June 30
--- July 2, 2003}",
title = "{Proceedings of the 8th Annual SIGCSE Conference on
Innovation and Technology in Computer Science
Education, ITiCSE 2003, Thessaloniki, Greece, June 30
--- July 2, 2003}",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2003",
CODEN = "SIGSD3",
ISBN = "1-58113-672-2",
ISBN-13 = "978-1-58113-672-2",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/iticse/iticse2003.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Finkel:2003:PAC,
editor = "David Finkel",
booktitle = "{Proceedings of the 8th Annual Conference on
Innovation and Technology in Computer Science Education
(ITiCSE-03), 30 June--2 July 2003, Thessaloniki,
Greece}",
title = "{Proceedings of the 8th Annual Conference on
Innovation and Technology in Computer Science Education
(ITiCSE-03), 30 June--2 July 2003, Thessaloniki,
Greece}",
volume = "35(3)",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2003",
CODEN = "SIGSD3",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 10:29:15 2012",
bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Grissom:2003:PST,
editor = "Scott Grissom and Deborah Knox and Dan Joyce and Wanda
Dann",
booktitle = "{Proceedings of the 34th SIGCSE Technical Symposium on
Computer Science Education, 2003, Reno, Nevada, USA,
February 19--23, 2003}",
title = "{Proceedings of the 34th SIGCSE Technical Symposium on
Computer Science Education, 2003, Reno, Nevada, USA,
February 19--23, 2003}",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2003",
CODEN = "SIGSD3",
ISBN = "1-58113-648-X",
ISBN-13 = "978-1-58113-648-7",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2003.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Boyle:2004:PAS,
editor = "Roger D. Boyle and Martyn Clark and Amruth Kumar",
booktitle = "{Proceedings of the 9th Annual SIGCSE Conference on
Innovation and Technology in Computer Science
Education, ITiCSE 2004, Leeds, UK, June 28--30, 2004}",
title = "{Proceedings of the 9th Annual SIGCSE Conference on
Innovation and Technology in Computer Science
Education, ITiCSE 2004, Leeds, UK, June 28--30, 2004}",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2004",
CODEN = "SIGSD3",
ISBN = "1-58113-836-9",
ISBN-13 = "978-1-58113-836-8",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/iticse/iticse2004.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Impagliazzo:2004:PST,
editor = "John Impagliazzo",
booktitle = "{Proceedings of the 35th SIGCSE technical symposium on
Computer science education (SIGCSE-04), 3--7 March
2004, Norfolk, Virginia, USA}",
title = "{Proceedings of the 35th SIGCSE technical symposium on
Computer science education (SIGCSE-04), 3--7 March
2004, Norfolk, Virginia, USA}",
volume = "36(1)",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2004",
CODEN = "SIGSD3",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 10:29:15 2012",
bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Joyce:2004:PST,
editor = "Dan Joyce and Deborah Knox and Wanda Dann and Thomas
L. Naps",
booktitle = "{Proceedings of the thirty-fifth SIGCSE Technical
Symposium on Computer Science Education: SIGCSE 2004:
Norfolk, Virginia, USA, March 3--7, 2004}",
title = "{Proceedings of the thirty-fifth SIGCSE Technical
Symposium on Computer Science Education: SIGCSE 2004:
Norfolk, Virginia, USA, March 3--7, 2004}",
publisher = pub-ACM,
address = pub-ACM:adr,
pages = "xxiv + 520",
year = "2004",
CODEN = "SIGSD3",
ISBN = "1-58113-798-2",
ISBN-13 = "978-1-58113-798-9",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2004.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
remark = "ACM order number 457040. Symposium chairs Daniel Joyce
and Deborah Knox.",
subject = "Computers; Study and teaching; Congresses; Computer
science",
}
@Proceedings{Cunha:2005:PAS,
editor = "Jos{\'e} C. Cunha and William M. Fleischman and Viera
K. Proulx and Jo{\~a}o Louren{\c{c}}o",
booktitle = "{Proceedings of the 10th Annual SIGCSE Conference on
Innovation and Technology in Computer Science
Education, ITiCSE 2005, Caparica, Portugal, June
27--29, 2005}",
title = "{Proceedings of the 10th Annual SIGCSE Conference on
Innovation and Technology in Computer Science
Education, ITiCSE 2005, Caparica, Portugal, June
27--29, 2005}",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2005",
CODEN = "SIGSD3",
ISBN = "1-59593-024-8",
ISBN-13 = "978-1-59593-024-8",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/iticse/iticse2005.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Dann:2005:PST,
editor = "Wanda Dann and Thomas L. Naps and Paul T. Tymann and
Doug Baldwin",
booktitle = "{Proceedings of the thirty-sixth SIGCSE Technical
Symposium on Computer Science Education: SIGCSE 2005,
St. Louis, Missouri, February 23--27, 2005}",
title = "{Proceedings of the thirty-sixth SIGCSE Technical
Symposium on Computer Science Education: SIGCSE 2005,
St. Louis, Missouri, February 23--27, 2005}",
publisher = pub-ACM,
address = pub-ACM:adr,
pages = "xxiv + 585",
year = "2005",
CODEN = "SIGSD3",
ISBN = "1-58113-997-7 (paperback)",
ISBN-13 = "978-1-58113-997-6 (paperback)",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
LCCN = "QA76.27 .A34 2005",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2005.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
remark = "Symposium chair Wanda Dann. Program chairs Doug
Baldwin and Paul Tymann.",
subject = "Computers; Study and teaching; Congresses; Computer
science",
}
@Proceedings{ACM:2006:PST,
editor = "{ACM}",
booktitle = "{Proceedings of the thirty-seventh SIGCSE Technical
Symposium on Computer Science Education: SIGCSE 2006:
Houston, TX, USA, March 1--5, 2006}",
title = "{Proceedings of the thirty-seventh SIGCSE Technical
Symposium on Computer Science Education: SIGCSE 2006:
Houston, TX, USA, March 1--5, 2006}",
publisher = pub-ACM,
address = pub-ACM:adr,
pages = "xxiv + 587",
year = "2006",
CODEN = "SIGSD3",
ISBN = "1-59593-259-3",
ISBN-13 = "978-1-59593-259-4",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
LCCN = "QA76.27",
bibdate = "Sat Oct 14 15:15:41 2006",
bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
z3950.bibsys.no:2100/BIBSYS",
note = "ACM order number 457060.",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Baldwin:2006:PST,
editor = "Doug Baldwin and Paul T. Tymann and Susan M. Haller
and Ingrid Russell",
booktitle = "{Proceedings of the 39th SIGCSE Technical Symposium on
Computer Science Education, SIGCSE 2006, Houston,
Texas, USA, March 3--5, 2006}",
title = "{Proceedings of the 39th SIGCSE Technical Symposium on
Computer Science Education, SIGCSE 2006, Houston,
Texas, USA, March 3--5, 2006}",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2006",
CODEN = "SIGSD3",
ISBN = "1-59593-259-3",
ISBN-13 = "978-1-59593-259-4",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2006.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Davoli:2006:PAS,
editor = "Renzo Davoli and Michael Goldweber and Paola
Salomoni",
booktitle = "{Proceedings of the 11th Annual SIGCSE Conference on
Innovation and Technology in Computer Science
Education, ITiCSE 2006, Bologna, Italy, June 26--28,
2006}",
title = "{Proceedings of the 11th Annual SIGCSE Conference on
Innovation and Technology in Computer Science
Education, ITiCSE 2006, Bologna, Italy, June 26--28,
2006}",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2006",
CODEN = "SIGSD3",
ISBN = "1-59593-055-8",
ISBN-13 = "978-1-59593-055-2",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/iticse/iticse2006.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Hughes:2007:PAS,
editor = "Janet Hughes and D. Ramanee Peiris and Paul T.
Tymann",
booktitle = "{Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science
Education, ITiCSE 2007, Dundee, Scotland, UK, June
25--27, 2007}",
title = "{Proceedings of the 12th Annual SIGCSE Conference on
Innovation and Technology in Computer Science
Education, ITiCSE 2007, Dundee, Scotland, UK, June
25--27, 2007}",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2007",
CODEN = "SIGSD3",
ISBN = "1-59593-610-6",
ISBN-13 = "978-1-59593-610-3",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/iticse/iticse2007.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Russell:2007:PST,
editor = "Ingrid Russell and Susan M. Haller and J. D. Dougherty
and Susan H. Rodger",
booktitle = "{SIGCSE 2007: proceedings of the Thirty-Eighth SIGCSE
Technical Symposium on Computer Science Education:
March 7--10, 2007, Covington, Kentucky, USA}",
title = "{SIGCSE 2007: proceedings of the Thirty-Eighth SIGCSE
Technical Symposium on Computer Science Education:
March 7--10, 2007, Covington, Kentucky, USA}",
publisher = pub-ACM,
address = pub-ACM:adr,
pages = "xxvi + 607",
year = "2007",
CODEN = "SIGSD3",
ISBN = "1-59593-361-1 (paperback)",
ISBN-13 = "978-1-59593-361-4 (paperback)",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
LCCN = "QA76.27 .A34 2007",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2007.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib;
z3950.loc.gov:7090/Voyager",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
remark = "ACM order number 457070.",
subject = "Computers; Study and teaching; Congresses; Computer
science; Study and teaching (Higher)",
}
@Proceedings{Amillo:2008:PAS,
editor = "June Amillo and Cary Laxer and Ernestina Menasalvas
Ruiz and Alison Young",
booktitle = "{Proceedings of the 13th Annual SIGCSE Conference on
Innovation and Technology in Computer Science
Education, ITiCSE 2008, Madrid, Spain, June 30--July 2,
2008}",
title = "{Proceedings of the 13th Annual SIGCSE Conference on
Innovation and Technology in Computer Science
Education, ITiCSE 2008, Madrid, Spain, June 30--July 2,
2008}",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2008",
CODEN = "SIGSD3",
ISBN = "1-60558-078-3",
ISBN-13 = "978-1-60558-078-4",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/iticse/iticse2008.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
@Proceedings{Dougherty:2008:PST,
editor = "J. D. Dougherty and Susan H. Rodger and Sue Fitzgerald
and Mark Guzdial",
booktitle = "{Proceedings of the 39th SIGCSE Technical Symposium on
Computer Science Education, SIGCSE 2008, Portland, OR,
USA, March 12--15, 2008}",
title = "{Proceedings of the 39th SIGCSE Technical Symposium on
Computer Science Education, SIGCSE 2008, Portland, OR,
USA, March 12--15, 2008}",
publisher = pub-ACM,
address = pub-ACM:adr,
year = "2008",
CODEN = "SIGSD3",
ISBN = "1-59593-799-4",
ISBN-13 = "978-1-59593-799-5",
ISSN = "0097-8418 (print), 2331-3927 (electronic)",
ISSN-L = "0097-8418",
bibdate = "Sat Nov 17 15:05:50 2012",
bibsource = "DBLP;
http://dblp.uni-trier.de/db/conf/sigcse/sigcse2008.html;
https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib",
series = j-SIGCSE,
acknowledgement = ack-nhfb,
}
