SIGCSE 1994:
Phoenix,
Arizona,
USA
Robert Beck, Don Goelman (Eds.):
Proceedings of the 25th SIGCSE Technical Symposium on Computer Science Education, 1994, Phoenix, Arizona, USA, March 10-12, 1994.
ACM 1994, ISBN 0-89791-646-8 BibTeX
- John T. Paxton, Rockford J. Ross, J. Denbigh Starkey:
A methodology for teaching an integrated computer science curriculum.
1-5
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- Russell L. Shackelford, Richard J. LeBlanc:
Integrating "depth first" and "breadth first" models of computing curricula.
6-10
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- Allen B. Tucker, Peter Wegner:
New directions in the introductory computer science curriculum.
11-15
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- James S. Collofello, Manmahesh Kantipudi, Mark A. Kanko:
Assessing the software process maturity of software engineering courses.
16-20
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- Rym Mili, Ali Mili:
Teaching a first course on data structures: a software engineering approach.
21-25
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- Adam Rifkin:
Teaching parallel programming and software engineering concepts to high school students.
26-30
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- Robert M. Harlan:
The Automated Student Advisor: a large project for expert systems courses.
31-35
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- Giorgio P. Ingargiola, Nathan Hoskin, Robert M. Aiken, Rajeev V. Dubey, Judith D. Wilson, Mary-Angela Papalaskari, Margaret Christensen, Roger Webster:
A repository that supports teaching and cooperation in the introductory AI course.
36-40
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- Paul A. Luker, Dennis Rothermel:
The philosophy of artificial intelligence: a general studies course with particular benefits to computer science majors.
41-45
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- Thomas L. Naps, Brian Swander:
An object-oriented approach to algorithm visualization - easy, extensible, and dynamic.
46-50
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- Rick Decker, Stuart Hirshfield:
The top 10 reasons why object-oriented programming can't be taught in CS 1.
51-55
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- Paul A. Luker:
There's more to OOP than syntax!
56-60
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- Richard Rasala, Viera K. Proulx, Harriet J. Fell:
From animation to analysis in introductory computer science.
61-65
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- Stephen Shum, Curtis R. Cook:
Using literate programming to teach good programming practices.
66-70
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- Lisa M. Levy Kortright:
From specific problem instances to algorithms in the introductory course.
71-75
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- William Myers:
Instructional uses of demonstration disks.
76-79
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- Mack Thweatt:
CSI closed lab vs. open lab experiment.
80-82
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- Dave A. Berque, Jeff Bogda, Brian Fisher, Tim Harrison, Nick Rahn:
The KLYDE workbench for studying experimental algorithm analysis.
83-87
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- John R. Rabung:
Introducing computer concepts to novices by "practical" immersion.
88-91
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- Nira Herrmann, Jeffrey L. Popyack:
An integrated, software-based approach to teaching introductory computer programming.
92-96
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- Barry S. Fagin:
Two years of "The Digital World": portable courseware for technological literacy.
97-101
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- Henry A. Etlinger, Michael J. Lutz:
Professional literacy: labs for advanced programming courses.
102-105
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- James Robergé, Candice Suriano:
Using laboratories to teach software engineering principles in the introductory computer science curriculum.
106-110
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- Thomas J. Scott, Lee H. Tichenor, Ralph B. Bisland Jr., James H. Cross II:
Team dynamics in student programming projects.
111-115
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- Richard T. Denman, David A. Naumann, Walter Potter, Gary Richter:
Derivation of programs for freshmen.
116-120
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- Kung-Kiu Lau, Vicky J. Bush, Pete J. Jinks:
Towards an introductory formal programming course.
121-125
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- Ryan L. McFall, Herbert L. Dershem:
Finite state machine simulation in an introductory lab.
126-130
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- Michael Goldweber, John Barr, Chuck Leska:
A new perspective on teaching computer literacy.
131-135
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- Joseph L. Zachary:
Tutorial-based teaching of introductory programming classes.
136-140
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- David M. Arnow:
Teaching programming to liberal arts students: using loop invariants.
141-144
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- Evelyn P. Rozanski:
Accreditation: does it enhance quality?
145-149
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- Greg W. Scragg, Doug Baldwin, Hans Koomen:
Computer science needs an insight-based curriculum.
150-154
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- John C. Knight, Jane C. Prey, William A. Wulf:
Undergraduate computer science education: a new curriculum philosophy & overview.
155-159
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- Robert L. Tureman Jr.:
Computing laboratories and the small community college: defining the directed computing laboratory in the small college computing environment.
160-163
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- Robert Geitz:
Concepts in the classroom, programming in the lab.
164-168
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- S. Ron Oliver, John Dalbey:
A software development process laboratory for CS1 and CS2.
169-173
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- David Finkel, Surendar Chandra:
NetCp - a project environment for an undergraduate computer networks course.
174-177
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- David Magagnosc:
Simulation in computer organization: a goals based study.
178-182
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- Michael Gschwind:
Reprogrammable hardware for educational purposes.
183-187
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- Ben A. Calloni, Donald J. Bagert:
ICONIC programming in BACCII vs. textual programming: which is a better learning environment?
188-192
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- Chris Buckalew, Alan Porter:
The lecturer's assistant.
193-197
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- William A. Waller:
A framework for CS1 and CS2 laboratories.
198-202
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- Charles Prince, Roger L. Wainwright, Dale A. Schoenefeld, Travis Tull:
GATutor: a graphical tutorial system for genetic algorithms.
203-207
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- Stephen A. Blythe, Michael C. James, Susan H. Rodger:
LLparse and LRparse: visual and interactive tools for parsing.
208-212
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- Patrick Heck:
Dynamic programming for pennies a day.
213-217
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- Ursula Wolz, Edward Conjura:
Integrating mathematics and programming into a three tiered model for computer science education.
223-227
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- Sami Khuri:
Intractability: a geometric representation.
228-232
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- Judith L. Gersting:
A software engineering "frosting" on a traditional CS-1 course.
233-237
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- Owen L. Astrachan:
Self-reference is an illustrative essential.
238-242
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- Kim B. Bruce:
Attracting (& keeping) the best and the brightest: an entry-level course for experienced introductory students.
243-247
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- Barbara Kushan:
Preparing programming teachers.
248-252
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- Debra A. Lelewer:
A seminar course in computer ethics.
253-257
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- Valerie A. Clarke, G. Joy Teague:
A psychological perspective on gender differences in computing participation.
258-262
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- Thomas Moore, Michael R. Wick, Blaine Peden:
Assessing student's critical thinking skills and attitudes toward computer science.
263-267
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- Marguerite Hafen:
Developing writing skills in computer science students.
268-270
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- Antonio M. Lopez Jr., Kenneth C. Messa Jr.:
An undergraduate research program in multi-paradigm software design.
271-275
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- Paul T. Tymann, Doug Lea, Rajendra K. Raj:
Developing an undergraduate software engineering program in a liberal arts college.
276-280
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- Adam Rifkin:
eText: an interactive environment for learning parallel programming.
281-285
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- David Finkel, Chet Hooker, Scott Salvidio, Mark Sullivan, Christopher Thomas:
Teaching C++ to high school students.
286-289
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- Doug Baldwin, Greg W. Scragg, Hans Koomen:
A three-fold introduction to computer science.
290-294
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- Alan W. Biermann, Amr F. Fahmy, Curry I. Guinn, David Pennock, Dietolf Ramm, Peter Wu:
Teaching a hierarchical model of computation with animation software in the first course.
295-299
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- Richard E. Pattis:
Teaching EBNF first in CS 1.
300-303
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- Roberta Evans Sabin, Edward P. Sabin:
Collaborative learning in an introductory computer science course.
304-308
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- Craig E. Wills, David Finkel, Michael A. Gennert, Matthew O. Ward:
Peer learning in an introductory computer science course.
309-313
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- Sarah L. Sullivan:
Reciprocal peer reviews.
314-318
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- Rajiv Tewari, David Gitlin:
On object-oriented libraries in the undergraduate curriculum: importance and effectiveness.
319-323
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- Richard C. Holt:
Introducing undergraduates to object orientation using the Turing language.
324-328
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- Glenn Meter, Philip Miller:
Engaging students and teaching modern concepts: literate, situated, object-oriented programming.
329-333
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- Donald H. House, David Levine:
The art and science of computer graphics: a very depth-first approach to the non-majors course.
334-338
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- Sami Khuri, Jason Williams:
Understanding the bottom-up SLR parser.
339-343
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- Stephen J. Hartley:
Animating operating systems algorithms with XTANGO.
344-348
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- Constantine Katsinis:
The development of a multi-processor personal computer in a senior computer design laboratory.
349-352
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- R. James Duckworth:
Introducing parallel processing concepts using the MASPAR MP-1 computer.
353-356
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- David J. John:
NSF supported projects: parallel computation as an integrated component in the undergraduate curriculum in computer science.
357-361
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- Joe Kmoch, Mark Stehlik:
The creation and use of scoring standards (rubrics): experiences with the advanced placement computer science exam (abstract).
362-363
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- Barbara Boucher Owens, Robert D. Cupper, Stuart Hirshfield, Walter Potter, Richard M. Salter:
New models for the CS1 course: what are they and are they leading to the same place?
364-365
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- Viera K. Proulx, Harriet J. Fell, Richard Rasala, Johannes A. G. M. Koomen, Carol W. Wilson:
Using graphical presentation techniques in closed laboratory exercises (abstract).
366
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- Louise E. Moses, Rachell D. Isles, Frances Grundy, Danielle R. Bernstein, Valerie A. Clarke, G. Joy Teague:
Too few women! Too few minorities! What can we do? (abstract).
367-368
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- Henry MacKay Walker, Kim B. Bruce, James Bradley, Tom Whaley:
Describing the CS forest to undergraduates (abstract).
369-370
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- Gail Chapman, Sarah Fix, Owen L. Astrachan, Joseph W. Kmoch, Michael J. Clancy:
Case studies in the advanced placement computer science curriculum (abstract).
371
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- Dale Shaffer, George J. Davis, Keith Jolly, Martyn Roberts, Miriam Roy:
Opportunities in international teacher exchanges (abstract).
372
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- Dave Cook, Eugene Bingue:
Tutorial introduction to Ada 9X (abstract).
373
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- David Arnow, Owen L. Astrachan, James D. Kiper, Robert Workman, Paula A. Whitlock, Brent Auernheimer, John E. Rager:
Themes and tapestries: a diversity of approaches to computer science for liberal arts students.
374-375
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- Mary J. Granger, Mary R. Vorgert, Joyce Currie Little, Lois Zells:
Creating an I-CASE environment: pitfalls and promises (abstract).
376-377
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- Douglas R. Troeger:
Tutorial-formal methods in the first course (abstract).
378
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- John Impagliazzo, J. Dennis Bjornson, Dennis J. Frailey, Jeanette Horan, Gerald H. Thomas:
An industry perspective on computer science accreditation (abstract).
379-380
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- David G. Kay, Terry Scott, Peter Isaacson, Kenneth A. Reek:
Automated grading assistance for student programs.
381-382
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- A. Michael Berman, Rick Decker, Dung X. Nguyen, Richard J. Reid, Eugene Wallingford:
Using C++ in CS1/CS2.
383-384
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- John W. McCormick, Fintan Culwin, Nicholas J. DeLillo, Michael B. Feldman, Richard E. Pattis, Walter J. Savitch:
Teaching Ada by the book: the pedagogy of Ada in CS1.
385-386
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- Steven Epstein, Marla Fischer, Forouzan Golshani, Catherine Ricardo:
Multimedia across the disciplines.
387-388
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- Ernest A. Kallman, John P. Grillo:
Teaching ethics in IS courses (abstract): everything you always wanted to know but were afraid to ask.
389
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- Sandra DeLoatch, Ernest C. Ackermann, John I. A. Urquhart, Lynn Ziegler:
Scaling up computer science with efficient learning (abstract).
390-391
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- Renée A. McCauley, Evans J. Adams, Donald Gotterbarn, Linda M. Northrop, Hossein Saiedian, Stuart H. Zweben:
Organizational issues in teaching project-oriented software engineering courses (abstract).
392-393
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- David W. Brown, Michael A. Sheets, Randy L. Myers, Jeremy A. Freed, Allan Cameron, Patricia Amavisca, Theresa Cuprak, Brian Pollack, Chris Stephenson:
A tale of two high school computer science programs and how the ACM model high school computer science curriculum may shape their future (abstract).
394-395
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- Stuart Hirshfield, Owen L. Astrachan, John Barr, Karen Donnelly, David Levine, Mark McGinn:
Object-oriented programming (abstract): how to "scale up" CS 1.
396
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- Thomas J. Scott, Ralph B. Bisland Jr., Lee H. Tichenor, James H. Cross II:
Handling interpersonal issues for student team projects.
397-398
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- Chris Nevison:
Teaching parallel computing on a message-passing architecture (abstract).
399
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- Philip Miller, Michael J. Clancy, Andrea A. diSessa, Jeremy Roschelle, Michael Eisenberg, Mark Guzdial, Elliot Soloway, Mitchel Resnick:
The future of programming instruction (abstract).
400
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- James Caristi, Nell B. Dale, Bill Marion, A. Joe Turner:
Assessment in computer science (abstract).
401-402
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- Karl J. Klee, Richard H. Austing, Robert D. Campbell, Joyce Currie Little:
Articulation: who needs it? your students do! (abstract).
403
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- Wayne D. Smith:
A laboratory to support a first course in data communications using personal computers and Turbo Pascal (abstract).
404
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- Keith Barker, Andrew P. Bernat, Robert D. Cupper, Charles Kelemen, Allen B. Tucker:
Class testing the breadth-first curriculum: summary results for courses I-IV (abstract).
405-406
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- Wendy A. Lawrence-Fowler, Richard H. Fowler:
An environment for CS integrating hypertext, program design and language facilities (abstract).
407
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- David Hastings:
A scalable approach to integrating object oriented programming into the undergraduate liberal arts curriculum (abstract).
407
Electronic Edition (ACM DL) BibTeX
- Akhtar Lodgher, Hisham Al-Haddad:
A practical approach for teaching reuse in a data structures course using Ada (abstract).
407
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- David K. Walker, Hamid Chahryar, James W. Moore, David S. Tucker:
Computer science lecture room demonstration experiment in event counting (abstract).
408
Electronic Edition (ACM DL) BibTeX
- Peter G. Jessup:
Teaching parallel computing with Multi-Pascal (abstract).
408
Electronic Edition (ACM DL) BibTeX
- Jim Green, Stacey B. Zaremba:
A target tracking system applied to swimming rats: an interdisciplinary project in computer science and psychology (abstract).
408
Electronic Edition (ACM DL) BibTeX
- Myles F. McNally:
Visualization of sorting algorithms (abstract).
408
Electronic Edition (ACM DL) BibTeX
- Anthony D. Berard Jr.:
Using the TOPAS solid modeling and animation system to animate science models (abstract).
409
Electronic Edition (ACM DL) BibTeX
- Vicki L. Almstrum, Cheng-Chih Wu, Debra Burton:
A resource for research in computer science education: the CSedRes toolbox (abstract).
409
Electronic Edition (ACM DL) BibTeX
- Harry F. Smith:
In pursuit of parallelism (abstract).
409
Electronic Edition (ACM DL) BibTeX
- Daniel E. Nohl:
Using profiling to analyze algorithms (abstract).
409
Electronic Edition (ACM DL) BibTeX
- David W. Brown:
High school participation in the Association for Computing Machinery (abstract).
410
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- Matthew A. Ford, Elise N. Cassidente, J. Suzanne Rothrock, David W. Brown, Daniel Miller:
The role of gender in high school computer mediated communication (abstract).
410
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- Marc W. Brooks, John R. Chang, Ryan C. Horner, David W. Brown:
Analysis of personal mail attributes in a computer mediated communication environment (abstract).
410
Electronic Edition (ACM DL) BibTeX
- Michael A. Sheets, Michael A. Vance, Jeremy A. Freed, David W. Brown:
Compuquake: upheaval of a virtual community (abstract).
410
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Copyright © Fri Oct 3 22:40:46 2008
by Michael Ley (ley@uni-trier.de)
