Abstract is missing.
- Programming languages in the computer science curriculumDaniel D. McCracken. 1-4 [doi]
- A first computing course based on curricula 1991Juan Alvarez Rubio. 5-8 [doi]
- Current trends in computer science curriculum: a survey of four-year programsSukhen Dey, Lawrence R. Mand. 9-14 [doi]
- A balanced approach to first-year computer scienceDavid G. Kay. 15-18 [doi]
- The practical need for fourth normal formMargaret S. Wu. 19-23 [doi]
- DBTool: a graphical database design tool for an introductory database courseBilly B. L. Lim, Richard Hunter. 24-27 [doi]
- The documentation and evaluation of team-oriented database projectsDarleen V. Pigford. 28-33 [doi]
- Building an infrastructure to support writing across the computer science curriculumDavid R. Falconer, Martin David Katz. 34-37 [doi]
- An integrating pedagogical tool based on writing articlesVianney Côté, Guy Custeau. 38-41 [doi]
- Improving student writing skills: inter-departmental collaborationsDouglas D. Bickerstaff, Judith D. Kaufman. 42-45 [doi]
- Teaching concurrency with Joyce and LindaChris McDonald. 46-52 [doi]
- A course in software portabilityJames D. Mooney. 53-56 [doi]
- Undergraduate software engineering laboratories: a progress report from two universitiesJames D. Kiper, Michael J. Lutz, Henry A. Etlinger. 57-62 [doi]
- Men supporting women computer science studentsJ. Paul Myers Jr.. 63-66 [doi]
- Raising the self confidence and self esteem of final year female students prior to job interviewsG. Joy Teague. 67-71 [doi]
- The effects of an introductory computer course on the attitudes of older adults towards computersJ. Morgan Morris. 72-75 [doi]
- Designing laboratory modules for novices in an undergraduate AI course track: artificial intelligenceRobert M. Aiken, Dean Allemang, Thomas Wehrle. 76-80 [doi]
- Developing expertise in expert system development by developing prototypes for actual commercial applicationsLawrence J. Mazlack, Roger Alan Pick, Paul Tudor, Wallace R. Wood. 81-86 [doi]
- Biologically based machine learning paradigms: an introductory courseAdel M. Abunawass. 87-91 [doi]
- Teaching loop invariants to beginners by examplesWing C. Tam. 92-96 [doi]
- Class discussion by computer: a case studyA. Michael Berman. 97-101 [doi]
- Using scientific experiments in early computer science laboratoriesDoug Baldwin, Johannes A. G. M. Koomen. 102-106 [doi]
- On finding a stable roommate, job, or spouse: a case study crossing the boundaries of computer science coursesOwen L. Astrachan. 107-112 [doi]
- Management information systems curricula in the United States and the Republic of China: a comparative studyBetty W. Hwang, Andrew B. Whinston, Wilhelmina Savenye. 113-122 [doi]
- Local considerations in computer science curricula developmentAdnan H. Yahya. 123-128 [doi]
- A CPU scheduling simulation from structured programming to object-oriented designL. S. Tang. 129-133 [doi]
- A seminar course in object oriented programmingDavid Bellin. 134-137 [doi]
- A compiler construction project for an object-oriented languageMark Temte. 138-141 [doi]
- Good pedagogical random number generatorsJ. Stanley Warford. 142-146 [doi]
- Introducing functional programming in discrete mathematicsRoger L. Wainwright. 147-152 [doi]
- The art of the stateJohn F. Cigas. 153-156 [doi]
- A graphical computer simulator for systems programming coursesMark Newsome, Cherri M. Pancake. 157-162 [doi]
- Providing a laboratory for instruction set designRosalee Nerheim-Wolfe. 163-167 [doi]
- A multi-disciplinary approach for digital systems design curriculaWilliam T. Neumann, Marvin C. Woodfill. 168-172 [doi]
- An introductory course on the use of operating systemsCatherine C. Bareiss. 173-175 [doi]
- Experience with the language SR in an undergraduate operating systems courseStephen J. Hartley. 176-180 [doi]
- Teaching operating systems using Turbo CLarry Hughes. 181-186 [doi]
- Introducing parallel computing into the undergraduate computer science curriculum: a progress reportMarsha Meredith. 187-191 [doi]
- A laboratory for building computersRichard J. Reid. 192-196 [doi]
- An interdisciplinary course in digital image processingMichael Magee, Sue Englert. 197-201 [doi]
- Introducing the fuzzy paradigm using PrologDonna M. Kaminski. 202-206 [doi]
- Using the Synthesizer-Generator to teach principles of programming language semanticsBarry L. Kurtz, John B. Johnston. 207-212 [doi]
- The evolution of the programming languages courseK. N. King. 213-219 [doi]
- Case studies in the classroomMichael J. Clancy, Marcia C. Linn. 220-224 [doi]
- Down with polynomial addition!Richard K. Brewer. 225-229 [doi]
- Creating programming projects with visual impactJames Robergé. 230-234 [doi]
- The impact of new accreditation and certification standards for secondary computer science teachers on university computer science departmentsHarriet G. Taylor, C. Dianne Martin. 235-239 [doi]
- Get high school students hooked on science with a challengeMarion Cohen, Marilyn Foster, David Kratzer, Patricia Malone, Ann Solem. 240-245 [doi]
- Learning HCI design: mentoring project groups in a course on human-computer interactionBrad Hartfield, Terry Winograd, John Bennett. 246-251 [doi]
- A course in computer lawDavid G. Kay. 252-254 [doi]
- Reviving systems programmingJ. L. Wolfe. 255-258 [doi]
- APPGEN: a tool for teaching systems analysis and designMartin Osborne. 259-263 [doi]
- Lectureroom demonstration of serial data communicationsDavid K. Walker, Hamid Chahryar, Jamil Chaudri, Akhtar Lodgher, Elias Majdalani, David S. Tucker. 264-267 [doi]
- Detection of similarities in student programs: YAP ing may be preferable to plague ingMichael J. Wise. 268-271 [doi]
- Backtracking the rat wayMary Lou Dorf. 272-275 [doi]
- The portable dining philosophers: a movable feast of concurrency and software engineeringMichael B. Feldman. 276-280 [doi]
- Integration of parallel computation into introductory computer scienceD. J. John. 281-285 [doi]
- A quantitative approach for teaching parallel computingEmilio Luque, Remo Suppi, Joan Sorribes. 286-298 [doi]
- Designing interactive visualization tools for the graphics classroomDino Schweitzer. 299-303 [doi]
- Teaching computer graphics using RenderManG. Scott Owen. 304-308 [doi]
- Teaching empirical performance analysis of parallel programsAllan L. Fisher, Thomas R. Gross. 309-313 [doi]