SIGCSE 1997: San Jose, California, USA

• Laurie Honour Werth:
  Getting started with computer ethics. 1-5
  
• Kay G. Schulze, Frances S. Grodzinsky:
  Teaching ethical and social issues in CS1 and CS2. 6-9
  
• Jane Turk, Samuel J. Wiley:
  Teaching social and ethical issues in the literacy course. 10-14
  
• Susan H. Rodger, Anna O. Bilska, Kenneth H. Leider, Cecilia Magdalena Procopiuc, Octavian Procopiuc, Jason R. Salemme, Edwin Tsang:
  A collection of tools for making automata theory and formal languages come alive. 15-19
  
• T. Dean Hendrix, Larry A. Barowski, James H. Cross II:
  A visual development environment for multi-lingual curricula. 20-24
  
• John T. Stasko:
  Using student-built algorithm animations as learning aids. 25-29
  
• Harriet J. Fell, Viera K. Proulx:
  Exploring Martian planetary images: C++ exercises for CS1. 30-34
  
• Richard Rasala:
  Function objects, function templates, and passage by behavior in C++. 35-38
  
• Richard E. Pattis:
  Teaching OOP in C++ using an artificial life framework. 39-43
  
• Thomas D. Wagner, Eugene K. Ressler:
  A practical approach to reinforcing concepts in introductory operating systems. 44-47
  
• Murray W. Goldberg:
  CALOS: first results from an experiment in computer-aided learning for operating systems. 48-52
  
• Mark A. Holliday:
  System calls and interrupt vectors in an operating systems course. 53-57
  
• Allen S. Parrish, David Cordes, Cynthia Lester, Deanne Moore:
  Assessing computer usage patterns in a software development course. 58-62
  
• Tony Greening:
  Examining student learning of computer science. 63-66
  
• Harriet G. Taylor:
  The evolution of standards for accrediting computer science teacher preparation programs. 67-71
  
• Richard Rasala:
  A model C++ tree iterator class for binary search trees. 72-76
  
• John Rosenberg, Michael Kölling:
  Testing object-oriented programs: making it simple. 77-81
  
• Adair Dingle:
  The object-ownership model: a case study for inheritance and operator overloading. 82-86
  
• Curtis R. Cook:
  CS0: computer science orientation course. 87-91
  
• Roy J. Daigle, Marino J. Niccolai:
  Inter-class synergy by design. 92-95
  
• Ryan L. McFall, Gordon Stegink:
  Introductory computer science for general education: laboratories, textbooks, and the Internet. 96-100
  
• Danielle R. Bernstein:
  Computing, diversity and community: fostering the computing culture. 101-105
  
• Allan Fisher, Jane Margolis, Faye Miller:
  Undergraduate women in computer science: experience, motivation and culture. 106-110
  
• Judy Brown, Peter Andreae, Robert Biddle, Ewan D. Tempero:
  Women in introductory computer science: experience at Victoria University of Wellington. 111-115
  
• Sub Ramakrishnan, B. Madhu Rao:
  Classroom projects on database connectivity and the Web. 116-120
  
• Susan Darling Urban, Suzanne W. Dietrich:
  Integrating the practical use of a database product into a theoretical curriculum. 121-125
  
• Suzanne W. Dietrich, Eric Eckert, Kevin Piscator:
  WinRDBI: a Windows-based relational database educational tool. 126-130
  
• Simon Holland, Robert Griffiths, Mark Woodman:
  Avoiding object misconceptions. 131-134
  
• Dale A. Schoenefeld:
  Object-oriented design and programming: an Eiffel, C++, and Java course for C programmers. 135-139
  
• Nick Parlante:
  Teaching with object oriented libraries. 140-144
  
• J. Denbigh Starkey, Ray S. Babcock, Anne S. DeFrance:
  An accelerated introductory computer science course sequence for non-traditional Master's students. 145-149
  
• Laurie A. Smith King, John Barr:
  Computer science for the artist. 150-153
  
• David L. Spooner, Michael M. Skolnick:
  Science and engineering case studies in introductory computing courses for non-majors. 154-158
  
• John S. Mallozzi:
  Binary trees á laSTL. 159-163
  
• Mark Allen Weiss:
  Experiences teaching data structures with Java. 164-168
  
• Ricardo Jiménez-Peris, Cristóbal Pareja-Flores, Marta Patiño-Martínez, J. Ángel Velázquez-Iturbide:
  The locker metaphor to teach dynamic memory. 169-173
  
• Douglas S. Reeves:
  A course on multimedia technology for computer science and computer engineering students. 174-178
  
• Martin H. Levin:
  A prototype for a data communications laboratory. 179-183
  
• Eyal Shifroni, David Ginat:
  Simulation game for teaching communications protocols. 184-188
  
• Ronald Curtis:
  A Web based configuration control system for team projects. 189-193
  
• Lúcio Cunha Tinoco, N. Dwight Barnette, Edward A. Fox:
  Online evaluation in WWW-based courseware. 194-198
  
• Rockford J. Ross, Christopher M. Boroni, Frances W. Goosey, Michael T. Grinder, Paul Wissenbach:
  WebLab! A universal and interactive teaching, learning, and laboratory environment for the World Wide Web. 199-203
  
• Goefrey Holmes, Tony C. Smith:
  Adding some spice to CS1 curricula. 204-208
  
• Henry MacKay Walker:
  Collaborative learning: a case study for CS1 at Grinnell College and Austin. 209-213
  
• Roy P. Pargas, Joe C. Lundy, John N. Underwood:
  Tournament play in CS1. 214-218
  
• Chris McDonald, Kamran Kazemi:
  Improving the PVM teaching environment. 219-223
  
• Helmar Burkhart:
  Parallel programming using public domain software. 224-228
  
• Eric Dillon, Carlos Gamboa Dos Santos, Jacques Guyard:
  Teaching an engineering approach for network computing. 229-232
  
• Owen L. Astrachan, Robert F. Smith, James T. Wilkes:
  Application-based modules using apprentice learning for CS 2. 233-237
  
• Joseph L. Zachary:
  The gestalt of scientific programming: problem, model, method, implementation, assessment. 238-242
  
• David Jackson, Andrew Fovargue:
  The use of animation to explain genetic algorithms. 243-247
  
• Marta Patiño-Martínez, J. Ignacio Castelló-Gómez, Ricardo Jiménez-Peris:
  AnLex and AnSin: a compiler generator system for beginners. 248-252
  
• Christopher T. Haynes:
  Compiling: a high-level introduction using Scheme. 253-257
  
• Max Hailperin:
  Introducing fixed-point iteration early in a compiler course. 258-261
  
• Ben A. Calloni, Donald J. Bagert, H. Paul Haiduk:
  Iconic programming proves effective for teaching the first year programming sequence. 262-266
  
• Mike Livesey:
  STAMPS: a state-machine based processor simulator. 267-271
  
• Paul J. Ashton:
  Using interaction networks for visualisation of message passing. 272-276
  
• Thomas B. Hilburn, Massood Towhidnejad:
  Doing quality work: the role of software process definition in the computer science curriculum. 277-281
  
• Hisham Haddad, Herbert Tesser, Steven P. Wartik:
  Megaprogramming education. 282-286
  
• Michael J. Lutz, J. Fernando Naveda:
  The road less traveled: a baccalaureate degree in software engineering. 287-291
  
• Frances S. Grodzinsky:
  Computer access for students with disabilities: an adaptive technology laboratory. 292-295
  
• Phil Pfeiffer, Matt Heintzelman:
  Machines, statues, and people: strategies for promoting RSI awareness in computing curricula. 296-300
  
• Renée A. McCauley, Bill Z. Manaris:
  Report on the annual survey of departments offering CSAC/CSAB-accredited computer science degree programs. 301-305
  
• Mark J. Sebern:
  Iterative development and commercial tools in an undergraduate software engineering course. 306-309
  
• Martin L. Barrett:
  Simulating requirements gathering. 310-314
  
• Bohdan Nebash, Michael B. Feldman:
  Using HTML linking to help novice programmers to reuse components. 315-319
  
• James Robergé, C. Robert Carlson:
  Broadening the computer science curriculum. 320-324
  
• Judith L. Gersting, Frank H. Young:
  Context + experiences = curriculum. 325-329
  
• Anders Berglund, Mats Daniels:
  Improving education quality, a full scale study. 330-334
  
• David Jackson, Michelle Usher:
  Grading student programs using ASSYST. 335-339
  
• Deborah Knox:
  On-line publication of CS laboratories. 340-344
  
• Mark Woodman, Robert Griffiths, Simon Holland, Andrew Law:
  The object shop - Using CD-ROM multimedia to introduce object concepts. 345-349
  
• Kathleen A. Williams:
  Educating the next generation of information specialists: industry and university collaborative learning pilot project. 350-354
  
• Michael C. Mulder, Doris K. Lidtke, Gordon E. Stokes:
  Enterprise enhanced education: an information technology enabled extension of traditional learning environments. 355-359
  
• Ursula Jackson, Bill Z. Manaris, Renée A. McCauley:
  Strategies for effective integration of software engineering concepts and techniques into the undergraduate computer science curriculum. 360-364
  
• Kamyar Dezhgosha, Ted Mims, Richard Wasniowski, Frances S. Grodzinsky, Lawrence J. Osborne, Dean Sanders, Herbert L. Dershem:
  Computer networks and data communications (panel): a laboratory focus. 365-366
  
• Robert D. Cupper, Rhonda Eller-Meshreki, Gerald Pitts:
  Undergraduate research - welcome to the 21st century. 367-368
  
• Keith Barker, Judith Gal-Ezer, Pamela B. Lawhead, Kurt Maly, James E. Miller, Pete Thomas, Elizabeth S. Adams:
  Distance education (panel): promise and reality. 369-370
  
• Peter Wegner, Eric Roberts, Roy Rada, Allen B. Tucker:
  Strategic directions in computer science education (panel). 371-372
  
• David W. Cordes, Bruce J. Klein, Renée A. McCauley, Linda M. Null, Craig E. Wills, Dorothy Deremer:
  Application of peer learning to the introductory computer science curriculum (panel). 373-374
  
• Michael J. Clancy, Ed Dubinsky, Richard A. Duggan, Marian Petre, Vicki L. Almstrum, Mickey McDonald:
  Getting started in CS education research (panel). 375-376
  
• Philip Miller, Kris Stewart, Klaus Sutner, Joseph L. Zachary:
  Exploiting computer algebra systems in computer science courses (panel). 377-378
  
• William Joseph Adams, Edward A. Fox, Gloria Melara Vides, Rachelle S. Heller:
  Defining multimedia courses within a computer science education (panel). 379-380
  
• J. Daniel Couger, Gordon B. Davis, David L. Feinstein, John T. Gorgone, Herbert E. Longenecker Jr.:
  I.S. '97 (panel): a report and panel discussion of the joint ACM/AIS/DPMA information systems curriculum for four year undergraduate programs. 381-382
  
• Richard A. Howard, Lisa C. Kaczmarczyk, Frederick N. Springsteel, Nell B. Dale:
  Learning style models and computer science education (panel). 383
  
• Elisabeth Freeman, Susanne Hupfer, Catherine Lang, Ralph Morelli, Domenick J. Pinto, Frances L. Van Scoy, Sandra Honda Adams:
  Gender imbalance in computer science programs, etiology and amelioration (panel): views for U.S. campuses and elsewhere. 384-385
  
• Jacobo Carrasquel, Michael J. Clancy, Eric Roberts, Joseph L. Zachary, David G. Kay:
  Managing large introductory courses (panel). 386-387
  
• Wayne Spies, Lee Wittenberg, Robert Workman, Baarry Burd:
  Visual programming tools in the C.S. curriculum (panel). 388-389
  
• Janet L. Kourik:
  Developing critical skills in technical courses (seminar). 390
  
• Joseph L. Zachary:
  A comprehensive approach to teaching programming to science and engineering majors (seminar). 391
  
• Fintan Culwin:
  Java in the C.S. curriculum (seminar). 392
  
• J. Philip East, Eugene Wallingford:
  Pattern-based programming in initial instruction (seminar). 393
  
• Hossein Saiedian:
  Developing formal specifications via Z (workshop). 396
  

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