Table of Contents

• A cognitive model for facilitating the teaching of computer programming skillsNarciso Cerpa, John Shepherd. 1-6 [doi]
• A self-taught computer engineering courseJ. N. Coleman, Frank P. Burns, D. J. Kinniment, T. J. Butler, Albert Koelmans. 7-12 [doi]
• Problem-based learning of first year computer scienceTony Greening, Judy Kay, Jeffrey H. Kingston, Kathryn Crawford. 13-18 [doi]
• Low-contact learning in a first year programming courseRoy Johnston, Alistair Moffat, Harald Søndergaard, Peter J. Stuckey. 19-26 [doi]
• Graphical visualisation support in a uniform environmentPeter Bancroft, John Hynd, Philip Sinfield. 27-31 [doi]
• Data structures with Ada packages, laboratories, and animationsHerbert L. Dershem, Wendy L. Barth, Cheri J. Bowsher, Darrick P. Brown. 32-38 [doi]
• Visible-C a simple visualisation system for C data structuresWilliam J. Rogers. 39-46 [doi]
• An interactive tutorial for UNIXDean Sanders, Elaine H. Shung. 47-52 [doi]
• Obtaining maximum leverage from undergraduate software engineering projectsStuart Hope, Julian E. Terry. 53-59 [doi]
• A new approach to introducing software engineeringAnnegret Goold, Peter Horan. 60-65 [doi]
• Process improvement of software engineering educationK. J. Maciunas, Michael J. Oudshoorn, A. L. Brown. 66-73 [doi]
• Using computer generated software metrics to improve the quality of students programsPhillip Farrands, Teresa Lynch. 74-80 [doi]
• Software for detecting suspected plagiarism: comparing structure and attribute-counting systemsKristina L. Verco, Michael J. Wise. 81-88 [doi]
• A non-linear, criterion-referenced grading scheme for a computer literacy courseBill Rogers, Philip Treweek, Sally Jo Cunningham. 89-94 [doi]
• A case-study based approach to assessment of systems design and implementationChristabel Rodrigues, Martin Atchison. 95-102 [doi]
• Setting the PASE - the value of computer aided assessmentBrian K. Oliver, Geoffrey C. Mitchell. 103-110 [doi]
• The design of an experiential component for a formal methods computer science subjectRoger Duke. 111-118 [doi]
• Tool support for informal deductionKrysia Broda, Susan Eisenbach, Lloyd Kamara. 119-126 [doi]
• To Zed and back: integrating data flow diagrams and ZKen Robinson, Peter S. Ho, Martin Schwenke. 127-134 [doi]
• A logical foundation course for CS majorsJuris Reinfelds. 135-140 [doi]
• The first Novell education academic partner (NEAP) in Australia - The University of BallaratG. R. Stevens, Dianne L. Smith, D. H. Stratton, Paul D. Kelly. 141-146 [doi]
• A lab-based computer networking course at the University of SydneyDoan Hoang, Tony Greening, Bob Kummerfeld. 147-152 [doi]
• The use of OSI as a framework for the teaching of computer communicationsColin Pattinson. 153-158 [doi]
• Integrating a networking simulation package into a data communications course to enhance student learningMichael W. Dixon, Tanya J. McGill, Graeme R. Cole, B. Lewis Barnett III. 159-163 [doi]
• Improving gender equity in computing programmes: some suggestions for increasing female participation and retention ratesG. Joy Teague, Valerie A. Clarke. 164-170 [doi]
• Asian women in IT education, an Australian examinationAnne Greenhill, Liisa von Hellens, Susan H. Nielsen, Rosemary Pringle. 171-176 [doi]
• Attracting and retaining females in information technology coursesDebbie Clayton, Mary Cranston, Teresa Lynch. 177-182 [doi]
• Why Ada?J. W. L. Millar, M. Mohammadian. 183-188 [doi]
• Teaching C/C++ to computer science students with pascal programming experienceCristina Cifuentes, Barry Brannan. 189-196 [doi]
• Experience teaching Java: a preliminary reportBarry Burd. 197-201 [doi]
• Calculating first: a better curriculum?Liz Sonenberg. 202-208 [doi]
• A graduate course in software reuseRonald J. Leach. 209-215 [doi]
• RCOS: yet another teaching operating systemRon Chernich, Bruce Jamieson, David Jones. 216-222 [doi]
• A tool for assisting the understanding of distributed programsWanlei Zhou. 223-230 [doi]
• Jocula - an instructive compilerRobert E. Buckley, Jan B. Hext. 231-237 [doi]
• The evolution of a mentoring scheme for first year computer science studentsDamian Conway. 238-243 [doi]
• Assessing students to diagnose difficulties in learning various programming paradigms and languagesPiyush Maheshwari. 246-253 [doi]
• Setting up a tutor training programme in computer sciencePaul Bakker, Andrew Goodchild, Paul A. Strooper, David A. Carrington, Ian MacColl, Peter Creasy, Helen C. Purchase. 254-259 [doi]
• Support structures for students in information technology at QUTRuth Christie, Sauwan Cheah. 260-266 [doi]
• Using literate programming notation in introductory programmingcoursesLee Wittenberg. 267-272 [doi]
• Prediction of student performance using neurocomputing techniquesCameron Browne, James Hogan, John Hynd. 273-279 [doi]
• Literate programming as an aid to marking student assignmentsA. J. Hurst. 280-286 [doi]
• Separation of basic competency acquisition from advanced material in teaching and assessment in an undergraduate computing subjectTamás D. Gedeon, G. A. Mann, W. H. Wilson, R. A. Bustos. 287-294 [doi]
• An authentic task based computer literacy courseTim Bell. 295-301 [doi]
• Integrating group and learning skills into a first-year computer science subjectJ. Ophel, I. Robinson. 302-308 [doi]
• Integrating professional skills into the curriculumJohn Lamp, Chris Keen, Cathy Urquhart. 309-316 [doi]
• Teaching computer ethics: an alternative assessment approachIan K. Allison, Peter Halstead. 317-322 [doi]
• A graphical restricted instructional programming environmentDavid Channon. 323-330 [doi]
• Robo Wars: a software environment to enhance learning of programming and language design conceptsChris Scogings. 331-336 [doi]
• Collaborative hypermedia education with the VIENA classroom systemWerner Winiwarter, Osami Kagawa, Shin ichi Konomi, Yahiko Kambayashi. 337-343 [doi]
• An interactive self-paced learning environment for the World Wide WebAnthony M. Sloane, Curtis E. Dyreson. 344-351 [doi]