Table of Contents

• ::::Mythematics::::: storytelling in the teaching of computer science and mathematicsChristos H. Papadimitriou. 1 [doi]
• Bottom-up educationDonald E. Knuth. 2 [doi]
• Cognitive and social aspects of software engineering: a course frameworkOrit Hazzan. 3-6 [doi]
• Systematic testing should not be a topic in the computer science curriculum!Henrik Bærbak Christensen. 7-10 [doi]
• Introducing unit testing with BlueJAndrew Patterson, Michael Kölling, John Rosenberg. 11-15 [doi]
• Using lab exams to ensure programming practice in an introductory programming courseJoão Paulo Barros, Luís Estevens, Rui Dias, Rui Pais, Elisabete Soeiro. 16-20 [doi]
• MUSE studio lab and innovative software engineering capstone project experienceSita Ramakrishan. 21-25 [doi]
• Providing process for projects in capstone coursesAnnegret Goold. 26-29 [doi]
• A service-learning program for computer science and software engineeringPanagiotis K. Linos, Stephanie Herman, Julie Lally. 30-34 [doi]
• Integrating a simulation-visualisation environment in a basic distributed systems course: a case study using LYDIANBoris Koldehofe, Marina Papatriantafilou, Philippas Tsigas. 35-39 [doi]
• Measuring effectiveness of constructivist and behaviourist assignments in CS102J. R. Parker, Katrin Becker. 40-44 [doi]
• Influences on cheating practice of graduate students in IT courses: what are the factors?Judy Sheard, Martin Dick. 45-49 [doi]
• The evaluation of electronic marking of examinationsPete Thomas. 50-54 [doi]
• Equilibriating instructional media for cognitive stylesJames A. Redmond, Cathal Walsh, Adrian Parkinson. 55-59 [doi]
• Experimenting with pair programming in the classroomCharlie McDowell, Brian Hanks, Linda L. Werner. 60-64 [doi]
• Making connections: using classroom assessment to elicit students prior knowledge and construction of conceptsSarah E. Schwarm, Tammy VanDeGrift. 65-69 [doi]
• The winds of change: students comfort level in different learning environmentsKathy Lynch, Selby Markham. 70-73 [doi]
• Incorporating quality assurance processes into requirements analysis educationDaniel L. Moody, Guttorm Sindre. 74-78 [doi]
• Capturing collaborative designs to assist the pedagogical processMark Ratcliffe, Lynda Thomas, Wayne Ellis, Benjy J. Thomasson. 79-83 [doi]
• Objects: visualization of behavior and stateWanda Dann, Toby Dragon, Stephen Cooper, Kevin Dietzler, Kathleen Ryan, Randy Pausch. 84-88 [doi]
• Embryonic object versus mature object: object-oriented style and pedagogical themeRichard Rasala. 89-93 [doi]
• Teaching objects early and design patterns in Java using case studiesChris Nevison, Barbara Wells. 94-98 [doi]
• Classroom discussions: policies and responsibilities of Internet Service ProvidersMary J. Granger, Joyce Currie Little. 99-103 [doi]
• A media computation course for non-majorsMark Guzdial. 104-108 [doi]
• Teaching programming to liberal arts students: a narrative media approachPeter Bøgh Andersen, Jens Bennedsen, Steffen Brandorff, Michael E. Caspersen, Jesper Mosegaard. 109-113 [doi]
• Teaching undergraduate software design in a liberal arts environment using RoboCupTimothy Huang, Frank Swenton. 114-118 [doi]
• Repositories for CS courses: an evolutionary taleEdward L. Jones, Clement S. Allen. 119-123 [doi]
• Making program execution comprehensible one level above the machine languageCecile Yehezkel. 124-128 [doi]
• Studying program correctness by constructing contractsTimothy S. Gegg-Harrison, Gary R. Bunce, Rebecca D. Ganetzky, Christina M. Olson, Joshua D. Wilson. 129-133 [doi]
• A companion technology approach to CS1: handheld computers with concept visualization softwareJames D. Allert. 134-138 [doi]
• Trends in the evolution of the database curriculumMary Ann Robbert, Catherine M. Ricardo. 139-143 [doi]
• Action research as a tool for promoting teacher awareness of students conceptual understandingBruria Haberman, Ela Lev, Dorothy Langley. 144-148 [doi]
• Structuring CSed research studies: connecting the piecesArnold Neville Pears, Mats Daniels. 149-153 [doi]
• The novice programmers syndrome of design-by-keywordDavid Ginat. 154-157 [doi]
• Web-based discussion forums: the staff perspectiveJudy Sheard, Jan Miller, Sita Ramakrishnan. 158-162 [doi]
• A tool to develop electronic course books based on WWW technologies, resources and usability criteriaPilu Crescenzi, Gaia Innocenti. 163-167 [doi]
• Tools and techniques for large scale grading using Web-based commercial off-the-shelf softwareRobert N. Lass, Christopher D. Cera, Nathaniel T. Bomberger, Bruce W. Char, Jeffrey L. Popyack, Nira Herrmann, Paul Zoski. 168-172 [doi]
• Peer-to-peer learning with open-ended writable WebJaakko Kurhila, Miikka Miettinen, Petri Nokelainen, Patrik Floréen, Henry Tirri. 173-177 [doi]
• Computer science students conception of the relationship between reward (grade) and cooperationOrit Hazzan. 178-182 [doi]
• A phenomenographic study of students attitudes toward the use of multiple media for learningStavros Demetriadis, Evangelos Triantafillou, Andreas Pombortsis. 183-187 [doi]
• Using departmental surveys to assess computing culture: quantifying gender differences in the classroomLisa Meeden, Tia Newhall, Douglas S. Blank, Deepak Kumar. 188-192 [doi]
• Still a stranger here: attitudes among secondary school students towards computer sciencePhoenix Moorman, Elizabeth Johnson. 193-197 [doi]
• HTTPExplorer: exploring the hypertext transfer protocolVolker Turau. 198-201 [doi]
• Integrating usability engineering into the computer science curriculum: a proposalEvelyn P. Rozanski, Nan C. Schaller. 202-206 [doi]
• An undergraduate track in computer securityShiva Azadegan, M. Lavine, Michael O Leary, Alexander L. Wijesinha, Marius Zimand. 207-210 [doi]
• Incorporating bioinformatics in an algorithms courseLawrence D Antonio. 211-214 [doi]
• Experiences with IDEs and Java teaching: what works and what doesn tKeitha A. Murray, Jesse M. Heines, Michael Kölling, Tom Moore, Paul J. Wagner, Nan C. Schaller, John A. Trono. 215-216 [doi]
• IEEE-CS/ACM computing curricula: software engineering volumeAnn E. Kelley Sobel, Timothy Lethbridge. 217-218 [doi]
• Challenges in teaching capstone coursesLiz Adams, Mats Daniels, Annegret Goold, Orit Hazzan, Kathy Lynch, Ian Newman. 219-220 [doi]
• Computer engineering curriculum developmentJohn Impagliazzo. 221 [doi]
• Curricular projects of the ACM two-year college education committeeRobert D. Campbell, Elizabeth K. Hawthorne, Karl J. Klee. 222 [doi]
• Growing a GUI from an XML treeMark A. Boshart, Martha J. Kosa. 223 [doi]
• A multi-level distance learning-based course for high-school computer science leading-teachersNoa Ragonis, Bruria Haberman. 224 [doi]
• Development of a MLE by students for students using extreme programming techniquesJonathan Holloway, Mark Ratcliffe. 225 [doi]
• Extending CRC cards into a complete design processKathleen Arnold Gray, Mark Guzdial, Spencer Rugaber. 226 [doi]
• Mobile computing in educationGuido Rößling, Henning Bär, Christoph Trompler, Chin-Man Choi. 227 [doi]
• Learning to develop GUIs in Java using closed labsChuck Leska. 228 [doi]
• The stepping stones projectHilary Bentley, Jenny Davies, Jo Allan. 229 [doi]
• Software engineering concepts for multimedia developmentDawn Cizmar. 230 [doi]
• Introducing non-computer science undergraduates to Web development: results of an investigative study on student teachersMarina Papastergiou. 231 [doi]
• Using semiotics to analyze the efficiency of a model in teachingWilliam Fone. 232 [doi]
• objectKarel: a didactic microworld for teaching object-oriented programmingStelios Xinogalos. 233 [doi]
• Putting ITiCSE into practice through NSF funding programsHarriet G. Taylor, Jane C. Prey. 234 [doi]
• The role of two-year colleges in educating the cyber-security workforceRobert D. Campbell, Elizabeth K. Hawthorne, Karl J. Klee. 235 [doi]
• Automatically creating personalised exercises based on student profilesChye-Foong Yong, Colin Higgins. 236 [doi]
• Enriching online learning resources with explanograms Arnold Neville Pears, Lars Pettersson, Carl Erickson. 237 [doi]
• Classroom presentation from the tablet PCRichard J. Anderson, Ruth E. Anderson, Tammy VanDeGrift, Steven A. Wolfman, Ken Yasuhara. 238 [doi]
• Preparing students for distributed teamworkMary Z. Last. 239 [doi]
• Designing and evaluating learning objects for introductory programming educationPeter Chalk, Claire Bradley, Poppy Pickard. 240 [doi]
• Analysis of typical misconceptions in a theoretical CS course, and how to address them in e-learningMark B. Trakhtenbrot. 241 [doi]
• The effect of institutional characteristics on participation of women in computer science bachelors degree programsLecia Jane Barker, Kathy Garvin-Doxas. 242 [doi]
• Teaching IT in secondary education through problem-based learning could be really beneficialGeorgouli Ekaterini, Bakoyannis Spyros, Giannakoulias Panagiotis. 243 [doi]
• High-tech dishonesty: cheating, plagiarism and detectionChristopher D. Cera, Bruce W. Char, Nira Herrmann, Robert N. Lass, Aparna Nanjappa, Jeffrey L. Popyack, Paul Zoski. 244 [doi]
• Consolidating Ed-tech co-design best practices through the TRAILS projectChris DiGiano, Mike Griffin, Jeff Huang, Mark Chung. 245 [doi]
• Using the NSDL and CITIDEL to enhance teachingDeborah Knox, Lillian N. Cassel, John Impagliazzo. 246 [doi]
• Difficulties learning computer architectureOmid Mirmotahari, Christian Holmboe, Jens Kaasbøll. 247 [doi]
• Observations from using two modes of teaching undergraduate computer architectureBenjoe A. Juliano, Chi-Hui Chen, Elena Kroumova. 248 [doi]
• CRCD in machine learning at the University of Central Florida preliminary experiencesMichael Georgiopoulos, José Castro, Annie S. Wu, Ronald F. DeMara, E. Gelenbe, Avelino J. Gonzalez, M. Kysilka, Mansooreh Mollaghasemi. 249 [doi]
• A multiple intelligences approach to teaching number systemsKatrin Becker. 250 [doi]
• Students understanding of object orientationRachel Or-Bach, Ilana Lavy. 251 [doi]
• Computer science and the arts: some multi-disciplinary teaching collaborationsJ. R. Parker, Katrin Becker, Douglas McCullough. 252 [doi]
• Grading programming assignments using rubricsKatrin Becker. 253 [doi]
• Teaching graphical interface programming in Java with the game of wariKirk Scott. 254 [doi]
• Using CITIDEL resources to support documenting objectives and outcomesLillian N. Cassel. 255 [doi]
• Teaching algorithm efficiency in a CS1 course SBTa different approachJudith Gal-Ezer, Tamar Vilner, Ela Zur. 256 [doi]
• Student status monitoring tool (SSM): proxy for the real world expert in online course deliveryRavi Darbhamulla, Manirupa Das, Pamela B. Lawhead. 257 [doi]
• Why project courses sometimes widen the experience gap among studentsLecia Jane Barker, Kathy Garvin-Doxas. 258 [doi]
• The DUPLEX projectChristopher D. Cera, Bruce W. Char, Nira Herrmann, Robert N. Lass, Aparna Nanjappa, Jeffrey L. Popyack, Paul Zoski. 259 [doi]
• Using an education oriented digital library to organize and present classes in computing and informationLillian N. Cassel, John Impagliazzo, Deborah Knox, C. Lee Giles, Edward A. Fox, Jan Lee, Manuel A. Pérez-Quiñones. 260 [doi]
• Learning computer graphics by programming: linking theory and practiceVladimir Nodelman. 261 [doi]
• Studying program correctness in ProVIDETimothy S. Gegg-Harrison, Gary R. Bunce, Rebecca D. Ganetzky, Christina M. Olson, Joshua D. Wilson. 262 [doi]
• Animations in ::::PDF::::Petr Sojka. 263 [doi]
• A customized learning objects approach to teaching programmingAnanda Gunawardena, Victor Adamchik. 264 [doi]
• Rapid evaluation using multiple choice tests and TeXPetr Sojka. 265 [doi]
• Codewitz: producing interactive elearning material for beginners in programmingEsa Kujansuu, Marko Kulmala. 266 [doi]
• A visualization of the primal simplex algorithm for the assignment problemCharalampos Papamanthou, Konstantinos Paparrizos. 267 [doi]
• SysRel: an interactive application for trainingRodica Baciu. 268 [doi]
• Increasing assignment motivation using a game Al tournamentØyvind Kolås, Ivar Farup. 269 [doi]
• Student empowerment in a survey courseDon Goelman. 270 [doi]
• Assignments that meet the needs of exceptional students without disadvantaging the averageKatrin Becker. 271 [doi]
• Magic numbers approach to introducing binary number representation in CSOGerald Kruse. 272 [doi]
• Teaching Java: using an object-oriented database and the BlueJ IDEJames H. Paterson, John Haddow. 273 [doi]
• Peer evaluation in an algorithms courseMary-Angela Papalaskari. 274 [doi]
• Interactive teaching materials in PDF using JavaScriptPetr Sojka. 275 [doi]
• Creating learning environments that support interactionKathy Garvin-Doxas, Lecia Jane Barker. 276 [doi]
• Using ToolBook authoring tool to facilitate the teaching of algorithmsGeorge Papadopoulos 0009, Hariton M. Polatoglou. 277 [doi]