Abstract is missing.
- Educating the e-citizenRoberto Di Cosmo. 1 [doi]
- Aluminum foil satellite dishes and a millennium of experience: sustainability in the high AndesAlison Young, Logan Muller. 2 [doi]
- Reducing lecture and increasing student activity in large computer science coursesRoy P. Pargas. 3-7 [doi]
- Combating anonymousness in populous CS1 and CS2 coursesPedro Guerreiro, Katerina Georgouli. 8-12 [doi]
- Experiences with marmoset: designing and using an advanced submission and testing system for programming coursesJaime Spacco, David Hovemeyer, William Pugh, Fawzi Emad, Jeffrey K. Hollingsworth, Nelson Padua-Perez. 13-17 [doi]
- Design and implementation of a modern compiler courseWilliam M. Waite, Assad Jarrahian, Michele H. Jackson, Amer Diwan. 18-22 [doi]
- Knowledge building using visualizationsVijayakumar Shanmugasundaram, Paul Juell, Curt D. Hill. 23-27 [doi]
- Identifying novice difficulties in object oriented designBenjy J. Thomasson, Mark Ratcliffe, Lynda Thomas. 28-32 [doi]
- Scaling up a distance education program in computer scienceJ. Mark Pullen. 33-37 [doi]
- High school computing clubs: a pilot studyAndrew Bennett, Joanna Briggs, Martyn Clark. 38-42 [doi]
- An introspective approach to marking graphical user interfacesGeoffrey R. Gray, Colin A. Higgins. 43-47 [doi]
- WADEIn II: a case for adaptive explanatory visualizationPeter Brusilovsky, Tomasz D. Loboda. 48-52 [doi]
- Peer teaching extends HCI learningBeryl Plimmer, Robert Amor. 53-57 [doi]
- Creating a realistic context for team projects in HCIHerman Koppelman, Betsy van Dijk. 58-62 [doi]
- Industrial demand-driven curriculums for computer-software field in KoreaSuehee Pak, Eunha Rho, Juno Chang. 63-67 [doi]
- Some experiences with the contributing student approach John Hamer. 68-72 [doi]
- The role of computer science in digital production artsTimothy A. Davis, John L. Kundert-Gibbs. 73-77 [doi]
- Numeri e Macchine : a virtual museum to learn the history of computingPaolo Giangrandi, Claudio Mirolo. 78-82 [doi]
- Using patterns in the automatic marking of ER-diagramsPete Thomas, Kevin Waugh, Neil Smith. 83-87 [doi]
- EduComponents: experiences in e-assessment in computer science educationMario Amelung, Michael Piotrowski, Dietmar Rösner. 88-92 [doi]
- Student activity in seminars: designing multi-functional assessment eventsKarin Axelsson, Ulf Melin, Tommy Wedlund. 93-97 [doi]
- Formative computer based assessment in diagram based domainsColin A. Higgins, Brett Bligh. 98-102 [doi]
- Putting threshold concepts into context in computer science educationAnna Eckerdal, Robert McCartney, Jan Erik Moström, Mark Ratcliffe, Kate Sanders, Carol Zander. 103-107 [doi]
- A replicated experiment of pair-programming in a 2nd-year software development and design computer science courseEmilia Mendes, Lubna Basil Al-Fakhri, Andrew Luxton-Reilly. 108-112 [doi]
- Student attitudes toward pair programmingBrian Hanks. 113-117 [doi]
- Not seeing the forest for the trees: novice programmers and the SOLO taxonomyRaymond Lister, Beth Simon, Errol Thompson, Jacqueline L. Whalley, Christine Prasad. 118-122 [doi]
- Design and applications of an algorithm benchmark system in a computational problem solving environmentMing-Yu Chen, Jyh-Da Wei, Jeng-Hung Huang, D. T. Lee. 123-127 [doi]
- New algorithms research for first year studentsAnthony Wirth, Michael Bertolacci. 128-132 [doi]
- Reductive thinking in undergraduate CS coursesMichal Armoni, Judith Gal-Ezer, Orit Hazzan. 133-137 [doi]
- Mental models of recursion revisitedIan Sanders, Vashti Galpin, Tina Götschi. 138-142 [doi]
- PNG palette permuterDaniel E. Stevenson. 143-147 [doi]
- The use of community-based non-profit organizations in information systems capstone projectsPaul M. Leidig, Roger Ferguson, Jonathan Leidig. 148-152 [doi]
- Building a search engine to drive problem-based learningSteven Bird, James R. Curran. 153-157 [doi]
- Developing real-world programming assignments for CS1Daniel E. Stevenson, Paul J. Wagner. 158-162 [doi]
- Implementing the jigsaw model in CS1 closed labsLeen-Kiat Soh. 163-167 [doi]
- Teaching CS1 with graphics and CSarah Matzko, Timothy A. Davis. 168-172 [doi]
- Web animation to communicate iterative developmentCharles Boisvert. 173-177 [doi]
- A web-based service for the automatic detection of roles of variablesPetri Gerdt, Jorma Sajaniemi. 178-182 [doi]
- Agents help students in ProgrammingLandCurt D. Hill, Vijayakumar Shanmugasundaram, Martina Miteva. 183-187 [doi]
- Let s modify the objects-first approach into design-patterns-firstRudolf Pecinovský, Jarmila Pavlícková, Lubos Pavlícek. 188-192 [doi]
- Problems in the initial teaching of programming using Java: the case for replacing J2SE with J2MEIan Utting. 193-196 [doi]
- Python first : a lab-based digital introduction to computer scienceAtanas Radenski. 197-201 [doi]
- Learner interaction with algorithm visualizations: viewing vs. changing vs. constructingTobias Lauer. 202-206 [doi]
- One step further the ACM K-12 final report: a proposal for level 1: computer organization for K-8Giovanni M. Bianco, Simonetta Tinazzi. 207-211 [doi]
- A tool for helping teach a programming methodIsabelle Dony, Baudouin Le Charlier. 212-216 [doi]
- RoboCode & problem-based learning: a non-prescriptive approach to teaching programmingJackie O Kelly, J. Paul Gibson. 217-221 [doi]
- Gender gap in computer science does not exist in one former soviet republic: results of a studyHasmik Gharibyan, Stephan Gunsaulus. 222-226 [doi]
- Once she makes it, she is there: gender differences in computer science studyTamar Vilner, Ela Zur. 227-231 [doi]
- Meta-informatics and ethical issues in computingWilliam M. Fleischman. 232-236 [doi]
- Don t be a phish: steps in user educationStefan A. Robila, James W. Ragucci. 237-241 [doi]
- Unicast vs. multicast over wireless: a cross-disciplinary mindshare for educational application researchersPatrick Bristow. 242-244 [doi]
- Training students to administer and defend computer networks and systemsBrian Tjaden, Brett C. Tjaden. 245-249 [doi]
- Fast application development to demonstrate computer graphics conceptsPedro Pablo Gómez-Martín, Marco Antonio Gómez-Martín. 250-254 [doi]
- Encouraging the development of undergraduate researchers in computer visionClark F. Olson. 255-259 [doi]
- Using student performance predictions in a computer science curriculumA. T. Chamillard. 260-264 [doi]
- Students learn CS in different ways: insights from an empirical studyAnders Berglund, Mattias Wiggberg. 265-269 [doi]
- Levels of abstraction in students understanding of the concept of algorithm: the qualitative perspectiveJacob Perrenet, Eric Kaasenbrood. 270-274 [doi]
- ASSISTing CS1 students to learn: learning approaches and object-oriented programmingJanet Hughes, D. Ramanee Peiris. 275-279 [doi]
- A design patterns extension for the BlueJ IDEJames H. Paterson, John Haddow, Michael Nairn. 280-284 [doi]
- Foundational actions: teaching software engineering when time is tightJerry Boetje. 285-288 [doi]
- Teaching software project management using simulationsDennis J. Hood, Cynthia S. Hood. 289-293 [doi]
- Teaching practical software engineering and global software engineering: evaluation and comparisonDragutin Petkovic, Gary D. Thompson, Rainer Todtenhoefer. 294-298 [doi]
- Approaches to teaching the programming languages course: a potpourriElizabeth S. Adams, Doug Baldwin, Judith Bishop, John English, Pamela B. Lawhead, Daniel Stevenson. 299-300 [doi]
- The first programming course: ideas to end the enrollment declineJoe Bergin, Raymond Lister, Barbara Boucher Owens, Myles F. McNally. 301-302 [doi]
- Living in a digital world: teaching computers and society via literatureWilliam J. Joel. 303 [doi]
- Promoting women in science and technologyMeirav Mano, Bruria Haberman, Tammy Rosenthal. 304 [doi]
- Lab exercises for computer networking coursesMichael Erlinger. 305 [doi]
- AtoCC: learning environment for teaching theory of automata and formal languagesMichael Hielscher, Christian Wagenknecht. 306 [doi]
- Karel universe drag & drop editorJoe Bergin. 307 [doi]
- Developing a hybrid software engineering curse that promotes project-based active learningAnn M. Quade. 308 [doi]
- Is there such a thing as too much support?: a discussion from a teacher and a student s perspective of support groups for girls in computer scienceLeigh Ann Sudol, Kathryn Bambino. 309 [doi]
- A ::::Puzzles-First:::: approach to computer scienceRobert R. Snapp. 310 [doi]
- Computing curricula 2005: and guideJohn Impagliazzo. 311 [doi]
- Translator: a package for internationalization for java-based applications and GUIsGuido Röbetaling. 312 [doi]
- Men are from toys: women are from toolsVicki L. Almstrum, Mary Z. Last. 313 [doi]
- IREEL: remote experimentation with real protocols and applications over emulated networkLaurent Dairaine, Ernesto Exposito, Guillaume Jourjon, P. Casenove, F. Tan, Emmanuel Lochin. 314 [doi]
- Educating computing professionals at postgraduate levelDonald Joyce. 315 [doi]
- Engaging computer science educationWilliam J. Joel. 316 [doi]
- Animation programming: an alternative approach to CS1Louise Moses. 317 [doi]
- Systems thinking as a basis for ambient intelligenceVladimír Bures. 318 [doi]
- VERKKOKE: online teaching environment for telecommunications software and routingJanne Lindqvist, Sanna Liimatainen. 319 [doi]
- Computer aided assessment with human oversightTitus Winters, Tom Payne. 320 [doi]
- Activities of the ACM two-year college education committeeRobert D. Campbell, Elizabeth K. Hawthorne, Karl J. Klee. 321 [doi]
- Undergraduate involvement in bioinformatics research: lessons from the CONNJUR projectHeidi J. C. Ellis. 322 [doi]
- Teaching AI through machine learning projectsIngrid Russell, Zdravko Markov, Todd W. Neller. 323 [doi]
- Learning project planning the agile wayFrank Keenan, Sarah Powell, Gerry Coleman, Kevin McDaid. 324 [doi]
- Algebraic characterization of regular languages: how to cope with all these equivalences?Judith Gal-Ezer, Mark B. Trakhtenbrot. 325 [doi]
- The effect of prior programming experience in a scheme-based breadth-first curriculum at witsSarah Rauchas, Ian Sanders, Benjamin Kumwenda. 326 [doi]
- Sharing the wealth: publishing electronic resourcesLillian N. Cassel, Edward A. Fox. 327 [doi]
- Model based project centered team learningImtiaz Amzad, Arturo Jose Ortiz. 328 [doi]
- What do beginning students know, and what can they do?Tzu-Yi Chen, Gary Lewandowski, Robert McCartney, Kate Sanders, Beth Simon. 329 [doi]
- Finite automata models for CS problem with binary semaphoreBoguslaw Schreyer, Wojciech Wawrzynski. 330 [doi]
- PlayToLearn: a game adventure in the realm of Si PiuhGiovanni M. Bianco, Ignazio Locatelli. 331 [doi]
- Sharing software engineering curriculum materialsGregory W. Hislop, Thomas B. Hilburn, Michael J. Lutz, Mark J. Sebern. 332 [doi]
- Reconstructed high frame rate sequences quality measurement toolMonica I. Costa, Carmem Tavares, João Barroso, Salviano Soares. 333 [doi]
- Using a computing ontology for educational purposesGordon Davies, Lillian N. Cassel, Heikki Topi. 334 [doi]
- Introducing python into the first year curriculum at witsAlexander Holt, Sarah Rauchas, Ian Sanders. 335 [doi]
- A targeted tablet PC software development courseRoy P. Pargas. 336 [doi]
- The checkpoint automated assessment systemJohn English. 337 [doi]
- Flexible computer science university studiesCyril Klimes, Hashim Habiballa. 338 [doi]
- Teaching web services using .NET platformLuís Assunção, António Luís Osório. 339 [doi]
- Exploring teacher methodology: using the example of sexual abuse of children as a way of teaching social informaticsPer Arne Godejord. 340 [doi]
- Visualizing the symbol tableJaime Urquiza-Fuentes, Micael Gallego-Carrillo, Francisco Gortázar-Bellas, J. Ángel Velázquez-Iturbide. 341 [doi]
- Retention of distance and on-campus students in a graduate computer science degree programGregory W. Hislop, Heidi J. C. Ellis. 342 [doi]
- What ::::don t:::: you know?Roger D. Boyle, Joanna Briggs. 343 [doi]
- Motivating data structures with caching internet stock dataDavid B. Sher. 344 [doi]
- A random numberRichard W. Nau. 345 [doi]
- Getting feedback: no pressure!Pete Bibby. 346 [doi]
- Teaching graph algorithms in a corn mazeRobert R. Snapp. 347 [doi]
- Assessing CS1 java skills: a three-year experiencePilu Crescenzi, Michele Loreti, Rosario Pugliese. 348 [doi]
- Self-grading: an approach to supporting self-directed learningHeidi J. C. Ellis. 349 [doi]
- Raising awareness about academic integrityDonald Joyce. 350 [doi]
- Surprise snippetsJohn Motil. 351 [doi]
- WriteOn: a tool for classroom presentations on tablet PCsJoseph G. Tront, Vinod Eligeti, Jane C. Prey. 352 [doi]
- Computer architecture simulation modelsRoland N. Ibbett, Juan Carlos Diaz y Carballo, D. A. W. Dolman. 353 [doi]
- SOFTICE undergraduate operating systems laboratoriesAlessio Gaspar, Clark Godwin, Joe Stanaback. 354 [doi]
- Greenfoot demonstrationPoul Henriksen. 355 [doi]
- jGRASP: a lightweight IDE with dynamic object viewers for CS1 and CS2James H. Cross II, T. Dean Hendrix. 356 [doi]
- Interactive embedded examples: a demonstrationMichael Bruce-Lockhart, Theodore S. Norvell. 357 [doi]
- Ubiquitous presenter: fast, scalable active learning for the whole classroomWilliam G. Griswold, Beth Simon. 358 [doi]
- GoJava: a java development tool for beginnersJon Wise. 359 [doi]
- Learning automata and formal languages interactively with JFLAPSusan H. Rodger. 360 [doi]
- WeBWorK for programming fundamentalsJacqueline Baldwin, Eileen Crupi, Tabitha Estrellado. 361 [doi]
- Application of finite state automata to the bakery algorithm in critical section modelingVladan Bozic. 362 [doi]
- A web-based information centre to provide help, guidance and support for studentsJosephine Ekman. 363-364 [doi]
- Technological confidence at an early ageJessica Byrnes, Thomas Huffner, Todd McNeal, Lauren Pisciotta, Zackary Zweber. 365 [doi]
- Automated gene processing and exon sequence retrievalTazeen Fatima, Jonathan D. Marra, Ronald Realubit, Georgiy Schegolev, Katherine G. Herbert. 366 [doi]
- An introduction to the WEKA data mining systemZdravko Markov, Ingrid Russell. 367-368 [doi]