Table of Contents

• From Algorithmic to Computational Thinking: On the Way for Computing for all StudentsMaciej M. Soyslo. 1 [doi]
• In Defense of ProgrammingMordechai Ben-Ari. 2 [doi]
• The JaeOS Project and the μARM EmulatorMarco Melletti, Michael Goldweber, Renzo Davoli. 3-8 [doi]
• A Teaching Assistant for Algorithm ConstructionPatrice Frison. 9-14 [doi]
• FrenchPress Gives Students Automated Feedback on Java Program FlawsHannah Blau, J. Eliot B. Moss. 15-20 [doi]
• Questions on Spoken Language and Terminology for Teaching Computer ScienceIra Diethelm, Juliana Goschler. 21-26 [doi]
• How Challenging are Bebras Tasks?: An IRT Analysis Based on the Performance of Italian StudentsCarlo Bellettini, Violetta Lonati, Dario Malchiodi, Mattia Monga, Anna Morpurgo, Mauro Torelli. 27-32 [doi]
• Changing Culture: Educating the Next Computer ScientistsDeborah Adshead, Charles Boisvert, David Love, Phil Spencer. 33-38 [doi]
• Semi-Automatic Assessment of Unrestrained Java Code: A Library, a DSL, and a Workbench to Assess Exams and ExercisesDavid Insa, Josep Silva. 39-44 [doi]
• Planting Bugs: A System for Testing Students' Unit TestsSamuel A. Brian, Richard N. Thomas, James M. Hogan, Colin Fidge. 45-50 [doi]
• Evaluation of Source Code with Item Response TheoryMarc Berges, Peter Hubwieser. 51-56 [doi]
• Computational Thinking and Child Performance in a PreschoolGustavo Caetano, Osvaldo Oliveira. 57-62 [doi]
• Design and Preliminary Results From a Computational Thinking CourseDennis Kafura, Austin Cory Bart, Bushra Chowdhury. 63-68 [doi]
• Supporting Computational Algorithmic Thinking (SCAT): Exploring the difficulties African-American middle school girls face while enacting computational algorithmic thinkingJakita O. Thomas. 69-74 [doi]
• Using Unity to Teach Game Development: When You've Never Written a GamePaul E. Dickson. 75-80 [doi]
• An Experimental Project Course to Prepare Students for Agile Web Application DevelopmentNicholas K. Clark, John Mark Pullen, Christopher D. Bashioum. 81-86 [doi]
• Teaching Git on the Side: Version Control System as a Course PlatformLassi Haaranen, Teemu Lehtinen. 87-92 [doi]
• A Game Engine in Pure Python for CS1: Design, Experience, and LimitsJohn Aycock, Etienne Pitout, Sarah Storteboom. 93-98 [doi]
• Facilitating Programming Success in Data Science Courses through Gamified Scaffolding and Learn2MinePaul E. Anderson, Thomas Nash, Renée A. McCauley. 99-104 [doi]
• Applied Computer History: Experience Teaching Systems Topics through RetrogamesJohn Aycock. 105-110 [doi]
• Gender Gap in Academia: Perceptions of Female Computer Science AcademicsKatrina E. Falkner, Claudia Szabo, Dee Michell, Anna Szorenyi, Shantel Thyer. 111-116 [doi]
• Gender Differences in Factors Influencing Pursuit of Computer Science and Related FieldsJennifer Wang, Hai Hong, Jason Ravitz, Marielena Ivory. 117-122 [doi]
• A Computer Science Linked-courses Learning CommunityAmber Settle, John Lalor, Theresa Steinbach. 123-128 [doi]
• VIGvisual: A Visualization Tool for the Vigenère CipherCan Li, Jun Ma, Jun Tao, Jean Mayo, Ching-Kuang Shene, Melissa S. Keranen, Chaoli Wang. 129-134 [doi]
• The Impact of Learning Style Adaptivity in Teaching Computer SecurityMohammad Alshammari, Rachid Anane, Robert J. Hendley. 135-140 [doi]
• RBACvisual: A Visualization Tool for Teaching Access Control using Role-based Access ControlMan Wang, Jean Mayo, Ching-Kuang Shene, Thomas Lake, Steve Carr, Chaoli Wang. 141-146 [doi]
• The Exploring Computer Science Course, Attendance and Math AchievementDaniel W. Lewis, Lisa Kohne, Timothy Mechlinski, Mariana Schmalstig. 147-152 [doi]
• Enhancing Robot Programming with Visual Feedback and Augmented RealityStéphane Magnenat, Mordechai Ben-Ari, Severin Klinger, Robert W. Sumner. 153-158 [doi]
• A Comparison of Preschool and Elementary School Children Learning Computer Science Concepts through a Multilanguage Robot Programming PlatformMaría Cecilia Martínez, Marcos J. Gomez, Luciana Benotti. 159-164 [doi]
• Using Learning Analytics to Visualise Computer Science TeamworkHamid Tarmazdi, Rebecca Vivian, Claudia Szabo, Katrina E. Falkner, Nickolas J. G. Falkner. 165-170 [doi]
• Question-Posing strategies used by students for exploring Data StructuresShitanshu Mishra, Sridhar Iyer. 171-176 [doi]
• Enhancements to Support Functions of Distributed Pair Programming Based on Action AnalysisTomoyuki Urai, Takeshi Umezawa, Noritaka Osawa. 177-182 [doi]
• Using the Readiness Assurance Process and Metacognition in an Operating Systems CourseMichael S. Kirkpatrick, Samantha Prins. 183-188 [doi]
• Combining Challenge-Based Learning and Scrum Framework for Mobile Application DevelopmentAlan R. Santos, Afonso Sales, Paulo Fernandes, Mark Nichols. 189-194 [doi]
• Teaching Pervasive Computing to CS Freshmen: A Multidisciplinary ApproachNatalia Silvis-Cividjian. 195-200 [doi]
• A Quantitative Study of the Relative Difficulty for Novices of Writing Seven Different Types of SQL QueriesAlireza Ahadi, Julia Coleman Prior, Vahid Behbood, Raymond Lister. 201-206 [doi]
• Tangible Media Approaches to Introductory Computer ScienceEvan Barba, Stevie Chancellor. 207-212 [doi]
• Teaching Software Engineering with LEGO Serious PlayStan Kurkovsky. 213-218 [doi]
• A TUI-based Programming Tool for ChildrenDanli Wang, Lan Zhang, Yunfeng Qi, Fang Sun. 219-224 [doi]
• Reflections on Teaching Refactoring: A Tale of Two ProjectsShamsa Abid, Hamid Abdul Basit, Naveed Arshad. 225-230 [doi]
• Teacher Perspectives on Web Design InstructionHauwa Muibi, Brian Dorn, Thomas H. Park. 231-236 [doi]
• Academic Integrity and Professional Integrity in Computing EducationSimon, Judy Sheard. 237-241 [doi]
• Measures of Student Engagement in Computer ScienceJane Sinclair, Matthew Butler, Michael Morgan, Sara Kalvala. 242-247 [doi]
• Predicting Success in University First Year Computing Science Courses: The Role of Student Participation in Reflective Learning Activities and in I-clicker ActivitiesDiana Cukierman. 248-253 [doi]
• Examining Classroom Interventions to Reduce ProcrastinationStephen H. Edwards, Joshua Martin, Clifford A. Shaffer. 254-259 [doi]
• A Teaching System to Learn Programming: the Programmer's Learning MachineMartin Quinson, Gérald Oster. 260-265 [doi]
• Introducing Formal Methods via Program DerivationDipak L. Chaudhari, Om P. Damani. 266-271 [doi]
• Task-Adapted Concept Map Scaffolding to Support Quizzes in an Online EnvironmentThushari Atapattu, Katrina E. Falkner, Nickolas J. G. Falkner. 272-277 [doi]
• A New Approach To Teaching Red Black TreeFranceska Xhakaj, Chun W. Liew. 278-283 [doi]
• Enriching a Course with Web Resources: a Case StudyHerman Koppelman. 284-289 [doi]
• Classroom Versus Screencast for Native Language Learners: Effect of Medium of Instruction on Knowledge of ProgrammingYogendra Pal, Sridhar Iyer. 290-295 [doi]
• Supporting Diverse Novice Programming Cohorts through Flexible and Incremental Visual Constructivist PathwaysCharles Thevathayan, Margaret Hamilton. 296-301 [doi]
• Perseverance Measures and Attainment in First Year Computing Science StudentsRoger McDermott, Mats Daniels, Åsa Cajander. 302-307 [doi]
• Initiatives to Increase Engagement in First-Year ICTMatthew Butler, Michael Morgan, Judy Sheard, Simon, Katrina E. Falkner, Amali Weerasinghe. 308-313 [doi]
• Solving Code-tracing Problems and its Effect on Code-writing Skills Pertaining to Program SemanticsAmruth N. Kumar. 314-319 [doi]
• An Incremental Hint System For Automated Programming AssignmentsPaolo Antonucci, H.-Christian Estler, Durica Nikolic, Marco Piccioni, Bertrand Meyer. 320-325 [doi]
• Global Perspectives on Assessing Educational Performance and QualityAlison Clear, Janet Carter, Amruth Kumar, Cary Laxer, Simon, Ernesto Cuadros-Vargas. 326-327 [doi]
• Detailed Recordings of Student Programming SessionsDaniel Toll, Tobias Olsson, Morgan Ericsson, Anna Wingkvist. 328 [doi]
• Tips and Techniques for MOOC ProductionCarlos Delgado Kloos, Carlos Alario-Hoyos, Mar Pérez-Sanagustín. 329 [doi]
• Department Programs to Encourage and Support Service Learning and Community EngagementDouglas E. Harms. 330 [doi]
• Tools for Outreach PresentationsRonald I. Greenberg, Dale Reed. 331 [doi]
• Using Personal Robots and Myro/Java in the First Computer Science CourseDouglas E. Harms. 332 [doi]
• A Numpy-First Approach to Teaching CS1 to Natural Science StudentsElizabeth Patitsas. 333 [doi]
• RAPT: Relational Algebra Parsing ToolsOlessia Karpova, Noel D'Souza, Diane Horton, Andrew Petersen. 334 [doi]
• Websheets: A Templated Online Coding Exercise SystemDavid Alexander Griffith Pritchard. 335 [doi]
• Capstone Projects Evolution over a Decade in a Computer Science Engineering DegreeJuan José Olarte Larrea, César Domínguez, Arturo Jaime Elizondo, Francisco José García Izquierdo. 336 [doi]
• Keystroke Biometrics for Student Authentication: A Case StudyAythami Morales, Julian Fiérrez-Aguilar. 337 [doi]
• Learning and Teaching Computing SustainabilityMargaret Hamilton. 338 [doi]
• Delegate, Decorate, State, and Illustrate in the OOP CourseMark A. Boshart, Martha J. Kosa. 339 [doi]
• Automatic Categorization of Introductory Programming Students using Cluster AnalysisMiguel A. Rubio. 340 [doi]
• "Computer Science, Academia and Industry" as pedagogical model to enhance Computational thinkingOrni Meerbaum-Salant, Bruria Haberman, Sarah Pollack. 341 [doi]
• TOPT: A Tree-based Online Presentation ToolYufeng Cheng, Jiayu Sun, Junfeng Hu. 342 [doi]
• Thonny, : a Python IDE for Learning ProgrammingAivar Annamaa. 343 [doi]
• Student Projects with Real-time Sensor DataStan Kurkovsky, Melissa Mulcahy. 344 [doi]
• Towards a Competency Model for Object-Oriented ProgrammingTorsten Brinda, Matthias Kramer, Peter Hubwieser, Alexander Ruf. 345 [doi]
• Reliability in the Assessment of Program Quality by Teaching Assistants During Code ReviewsMichael James Scott, Gheorghita Ghinea. 346 [doi]
• PCRS-C: Helping Students Learn CDaniel Marchena Parreira, Andrew Petersen, Michelle Craig. 347 [doi]
• Virtual Learning Laboratory about Query Optimization against XML DataLiviana Nicoleta Tudor. 348 [doi]
• Motivation and Grade Gap Related to Gender in a Programming CourseVirginia Grande, Joachim Parrow. 349 [doi]