SIGCSE 1988: Atlanta, Georgia, USA

• William J. Collins:
  The trouble with for-loop invariants. 1-4
  
• Richard M. Plishka:
  File processing - a correctness approach. 5-8
  
• C. T. Zahn:
  A phased programming paradigm. 9-12
  
• Dale A. Brown:
  Requiring CS1 students to write requirements specifications: a rationale, implementation suggestions, and a case study. 13-16
  
• Linda L. Deneen, Keith R. Pierce:
  Development and documentation of computer programs in undergraduate computer science programs. 17-21
  
• Stuart Reges, John McGrory, Jeff Smith:
  The effective use of undergraduates to staff large introductory CS courses. 22-25
  
• M. Zimmermann, F. Perrenoud, André Schiper:
  Understanding concurrent programming through program animation. 27-31
  
• Jerud J. Mead:
  The multiuser calculator: an operating system project. 32-35
  
• M. Stella Atkins, Louis J. Hafer, Patrick Leung:
  Robots in the laboratory. 36-40
  
• Peter J. Denning, Douglas Comer, David Gries, Michael C. Mulder, Allen B. Tucker, A. Joe Turner, Paul R. Young:
  Computing as a discipline: preliminary report of the ACM task force on the core of computer science. 41
  
• Ronald J. Leach, Jeffrey A. Brumfield, Michael B. Feldman, Charles M. Shub:
  Concurrency in the undergraduate curriculum. 42
  
• J. Stanley Warford:
  Introductory computer science: the case for a unified view. 44-48
  
• Elliot B. Koffman:
  The case for Modula-2 in CS1 and CS2. 49-53
  
• Laurie Honour Werth:
  Integrating software engineering into an intermediate programming class. 54-58
  
• George M. Whitson:
  An introduction to the parallel distributed processing model of cognition and some examples of how it is changing the teaching of artificial intelligence. 59-62
  
• Ralph M. Butler, Roger Eggen, Susan R. Wallace:
  Introducing parallel processing at the undergraduate level. 63-67
  
• Christopher H. Nevison:
  An undergraduate parallel processing laboratory. 68-72
  
• David Finkel, Gary Haggard:
  Program complexity: a tutorial. 73-77
  
• Yap Siong Chua, Charles N. Winton:
  Undergraduate theory of computation: an approach using simulation tools. 78-82
  
• N. Adlai A. De Pano:
  Algorithmic paradigms: examples in computational geometry. 83-87
  
• Robert Cannon, John T. Gorgone, Tom Ho, John D. McGregor:
  Proposed criteria for accreditation of computer information systems programs. 88
  
• Robert M. Aiken, Elizabeth S. Adams, Susan Foster, Richard Little, William A. Marion, Judith D. Wilson, Gayle J. Yaverbaum:
  Computer science education in China. 89
  
• J. Wey When, Gordon R. Jones:
  A major in computer applications for small liberal arts colleges. 90-94
  
• R. Rainey Little, Mark Smotherman:
  Assembly language courses in transition. 95-99
  
• James Bradley:
  The role of mathematics in the computer science curriculum. 100-103
  
• Iraj Hirmanpour:
  A student system development diagrammer. 104-108
  
• Daniel Farkas:
  Choosing group projects for advanced systems courses. 109-115
  
• Vijay Kanabar:
  Introducing knowledge-based projects in a systems development course. 114-118
  
• Gayle J. Yaverbaum:
  Requirement methods: a graduate level course that integrates software engineering principles with information systems theory. 119-123
  
• Calvin Selig, Sallie M. Henry:
  A design tool used to quantitatively evaluate student projects. 124-128
  
• Catherine L. Bullard, Inez Caldwell, James Harrell, Cis Hinkle, A. Jefferson Offutt:
  Anatomy of a software engineering project. 129-133
  
• Larry Neal, John Connolly, Doyle D. Knight, David Matthews-Morgan:
  The role of supercomputers in higher education. 134
  
• Clinton P. Fuelling, Anne-Marie Lancaster, Mark C. Kertstetter, R. Waldo Roth, William A. Brown, Richard K. Reidenbach, Ekawan Wongsawatgul:
  Computer science undergraduate capstone course. 135
  
• Helen Duerr Hays:
  Interactive graphics: a tool for beginning programming students in discovering solutions to novel problems. 137-141
  
• John R. Pugh, Cafee Leung:
  Application frameworks: experience with MacApp. 142-147
  
• Moshe Augenstein, Yedidyah Langsam:
  Automatic generation of graphic displays of data structures through a preprocessor. 148-149
  
• Terry Flaherty:
  A simple technique to motivate structured programming. 153-155
  
• Barry J. Donahue:
  Using assembly language to teach concepts in the introductory course. 158-162
  
• Mark R. Headington:
  Introducing finite automata in the first course. 163-167
  
• Ted Mims, Raymond Folse, Andrea Martin:
  Planning and implementing an internship program for undergraduate computer science students. 168-170
  
• Joyce Currie Little, Laurence J. Cooper, Barry C. Davis, John Alexander, Peter Joyce, Charles J. Schmitt:
  An industry/academic partnership experiment: a course in artificial intelligence. 171-175
  
• Charles P. Howerton:
  "Cactus Systems": a computer science practicum that is more than a capstone. 176-180
  
• William E. McBride, James Calhoun, James L. Richards, Harriet G. Taylor, F. Garnet Walters:
  Recruiting more computer science students - what to do after the "glamour" has gone away? 181
  
• James R. Sidbury, Nancy Baxter, Richard F. Dempsey, Ralph Morelli, Robert Prince:
  Computing resources in small colleges. 182
  
• Joseph B. Klerlein, Curtis Fullbright:
  A transition from bubble to shell sort. 183-184
  
• David A. Scanlan:
  Should short, relatively complex algorithms be taught using both graphical and verbal methods? Six replications. 185-189
  
• Richard E. Pattis:
  Textbook errors in binary searching. 190-194
  
• David F. Haas:
  Teaching database using a real DBMS: experience with INGRES. 195-199
  
• Ronald S. King:
  A "course" for data modelling. 200-204
  
• Lee A. Becker, Xiaoyi Huang:
  An intelligent tutor for normal form determination. 205-209
  
• Jan L. Harrington:
  The computer background of incoming freshman: looking for emerging trends. 210-214
  
• Harriet G. Taylor, Cathleen A. Norris:
  Retraining pre-college teachers: a survey of state computing coordinators. 215-218
  
• Hilton Chen, Wayne Summers:
  IBM 3270 full screen interactive programming without CICS. 219-222
  
• Donald J. Bagert, Daniel I. A. Cohen, Gary Ford, Donald K. Friesen, Daniel D. McCracken, Derick Wood:
  The increasing role of computer theory in undergraduate curricula. 223
  
• Marguerite Summers, William B. Evans, James J. Fletcher, Cindy Hanchey, Leslie J. Waguespack Jr.:
  Program plagiarism revisited: current issues and approaches. 224
  
• Alice L. Clarke, Gerald W. Adkins:
  A microcomputer oriented computer literacy course. 225-229
  
• Mary Sumner, James Benjamin:
  The impact of menus and command-level feedback on learners' acquisition of data base language skills. 230-234
  
• Jean Buddington Martin, Kenneth E. Martin:
  A profile of today's computer literacy students: an update. 235-239
  
• Katherine N. Macfarlane, Barbee T. Mynatt:
  A study of an advance organizer as a technique for teaching computer programming concepts. 240-243
  
• Barry L. Kurtz, J. Mack Adams:
  Using concept expansion and level integration in an introductory computer science course. 244-248
  
• Terrence W. Pratt:
  Teaching programming: a new approach based on analysis skills. 249-253
  
• Howard Lambert:
  Pascal's emulation of a Prolog program. 254-258
  
• John Najarian:
  Modeling in Prolog. 259-262
  
• Bruce S. Elenbogen, Martha R. O'Kennon:
  Teaching recursion using fractals in Prolog. 263-266
  
• Keith Barker, A. Wayne Bennett, Gordon E. Stokes, Mike Lucas, Maarten van Swaay:
  Goal-oriented laboratory development in CS/EE. 267
  
• Robert M. Aiken, Neal S. Coulter, Julia E. Hodges, Joyce Currie Little, Helen C. Takacs, A. Joe Turner:
  Continuing education activities of the ACM. 268
  
• Ivan B. Liss, Thomas C. McMillan:
  An amazing exercise in recursion for CS1 and CS2. 270-274
  
• Susan Wiedenbeck:
  Learning recursion as a concept and as a programming technique. 275-278
  
• Brian A. Rudolph:
  Spin-out: the Chinese rings in the classroom. 279-282
  
• H. Willis Means:
  A content analysis of ten introduction to programming textbooks. 283-287
  
• Donald J. Bagert:
  Should computer science examinations contain "programming" problems? 288-292
  
• David M. Olson:
  The reliability of analytic and holistic methods in rating students' computer programs. 293-298
  
• Peter D. Smith:
  Computing trends in small liberal arts colleges. 299-303
  
• John W. McCormick:
  Using a model railroad to teach digital process control. 304-308
  
• Pierre A. von Kaenel:
  Microprogramming a watch: tools for a course in computer organization. 309-312
  
• Steve Cunningham, Judith R. Brown, Robert P. Burton, Mark Ohlson:
  Varieties of computer graphics courses in computer science. 313