Table of Contents

• An example from artificial intelligence for CS1Lowell A. Carmony, Robert L. Holliday. 1-5 [doi]
• Educational CMartin Ruckert, Richard Halpern. 6-9 [doi]
• Teaching parameter passing by example using thunks in C and C++John Bergin, Stuart Greenfield. 10-14 [doi]
• A curriculum-cycle environment for teaching programmingSpiros Mancoridis, Richard C. Holt, David A. Penny. 15-19 [doi]
• A logic programming environment for teaching mathematical concepts of computer scienceNorman Neff. 20-24 [doi]
• Programming languages-comparatively speakingBruce R. Maxim. 25-29 [doi]
• Using a model railroad system in an artificial intelligence and operating systems courseRodney S. Tosten. 30-32 [doi]
• Teaching AI: a breadth-first approachJames L. Noyes. 33-37 [doi]
• Teaching artificial intelligence as the year 2000 approachesMichele R. LaRusch. 38-42 [doi]
• USENET as a teaching toolCarl Erickson. 43-47 [doi]
• The internet programming contest: a report and philosophyVivek Khera, Owen L. Astrachan, David Kotz. 48-52 [doi]
• Computerized adaptive testing in computer science: assessing student programming abilitiesAngel Syang, Nell B. Dale. 53-56 [doi]
• A top-down approach to teaching an introductory computer science courseThomas B. Hilburn. 58-62 [doi]
• Scientific investigation in a breadth-first approach to introductory computer scienceThomas K. Moore. 63-67 [doi]
• Evaluating discrete mathematics exercisesAnn E. Fleury. 73-77 [doi]
• Integration of discrete mathematics topics into the secondary mathematics curriculum using Mathematica: a summer institute for high school teachersDale A. Schoenefeld, Roger L. Wainwright. 78-82 [doi]
• Graphics assignments in discrete mathematicsSusan Bridges. 83-86 [doi]
• A multi-purpose dataflow simulatorDavid D. Langan. 87-90 [doi]
• CSP laboratoryJacek Olszewski. 91-95 [doi]
• Data parallel programming: a transition from serial to parallel computingJanet Hartman, Dean Sanders. 96-100 [doi]
• An only undergraduate course in object-oriented technologyMartin Osborne, James L. Johnson. 101-106 [doi]
• A hypertext module for teaching user interface designMartin L. Barrett. 107-111 [doi]
• A project-intensive software design courseEvans J. Adams. 112-116 [doi]
• Using C in CS1: evaluating the Stanford experienceEric S. Roberts. 117-121 [doi]
• The procedures early approach in CS 1: a heresyRichard E. Pattis. 122-126 [doi]
• Emphasizing the process in delivering CS-1V. Arnie Dyck. 127-130 [doi]
• Introductory computing: a new approachLinda A. Curl, Brent J. Hussin. 131-135 [doi]
• Mail merge as a first programming languageJeffrey L. Popyack, Nira Herrmann. 136-140 [doi]
• An honors computer science seminar for undergraduate non-majorsDavid G. Kay. 141-144 [doi]
• An Ethernet performance simulator for undergraduate networkingB. Lewis Barnett III. 145-150 [doi]
• Design and construction of the Very Simple Computer (VSC): a laboratory project for an undergraduate computer architecture courseRobert A. Pilgrim. 151-154 [doi]
• Microcomputer systems I: a computer science and engineering capstone courseDonald J. Ewing. 155-159 [doi]
• The benefits of collaboration for student programmersJudith D. Wilson, Nathan Hoskin, John T. Nosek. 160-164 [doi]
• Getting research students started: a tale of two coursesIan H. Witten, Timothy C. Bell. 165-169 [doi]
• A course on professionalism in the undergraduate CS curriculumRichard Louis Weis, Judith L. Gersting. 170-174 [doi]
• Laboratories and other educational experiences based on Curricula 91Angela Goh, Peng-Chor Leong. 175-179 [doi]
• Gateway laboratories: integrated, interactive learning modulesBruce Cowley, Greg W. Scragg, Doug Baldwin. 180-184 [doi]
• Scheduled supervised laboratories in CS1: a comparative analysisJoseph E. Lang, Barbara A. Smith. 185-188 [doi]
• Problem specification with action machinesLeon E. Winslow. 189-192 [doi]
• Towards more formalism in software engineering educationHossein Saiedian. 193-197 [doi]
• Reasoning about programs: integrating verification and analysis of algorithms into the introductory programming courseAlan Fekete. 198-202 [doi]
• Women in computer scienceRussell C. Kick, F. Stuart Wells. 203-207 [doi]
• Attracting women to tertiary computing coursesG. Joy Teague, Valerie A. Clarke. 208-212 [doi]
• An improved first year course taking into account third world studentsConrad Mueller, Sheila Rock, Ian Sanders. 213-217 [doi]
• Ethercom: a studyof audio processes and synchronizationRichard Rybacki, Kay A. Robbins, Steven Robbins. 218-222 [doi]
• The design and implementation of a Unix classroomJoel C. Adams. 223-227 [doi]
• An advanced classroom computing environment and its applicationsChi Fai Ho, Christopher L. Morgan, István Simon. 228-231 [doi]
• Possible models diagrams: a visual alternative to truth tablesMatthew C. Clarke. 232-236 [doi]
• Simulation and visualization tools for teaching parallel merge sortRobin Trahan, Susan H. Rodger. 237-241 [doi]
• Support for teaching the design and implementation of multimedia/hypermedia systemsMargaret Christensen, Michael Giamo, Trevor H. Jones. 242-245 [doi]
• A software testbed for advanced projects in real-time and distributed computingRichard A. Brown. 247-250 [doi]
• A graduate course in computing security technologyEdward Amoroso. 251-255 [doi]
• Operating Systems Projects: linking theory, practice and useSub Ramakrishnan, Ann-Marie Lancaster. 256-260 [doi]
• Dealing with different levels of abstraction in a data structures courseDavid B. Levine. 261-264 [doi]
• The object oriented paradigm in CS 1Richard J. Reid. 265-269 [doi]
• Top-down teaching: object-oriented programming in CS 1Rick Decker, Stuart Hirshfield. 270-273 [doi]
• An interdisciplinary approach to the development of writing skills in computer science studentsHarriet G. Taylor, Katharine M. Paine. 274-278 [doi]
• Developing oral communication skills of computer science undergraduatesGary McDonald, Merry McDonald. 279-282 [doi]
• A software project management course role-play-team-project approach emphasizing written and oral communication skillsSarah L. Sullivan. 283-287 [doi]
• Using SCHEME in the introductory computer science curriculum (abstract)Arthur M. Riehl, Daniel P. Friedman, Brian Harvey, Simon M. Kaplan, Richard M. Salter, George Springer. 288 [doi]
• ACM task force report on K-12 education and technology (abstract)Teri Perl, Dennis Bybee, Carol E. Edwards, Coco Conn. 289 [doi]
• Creating an environment for the success of women students in undergraduate, co-ed computer science programs (abstract)Susan Marie Harrington, Charles Kelemen, Rachelle S. Heller, Sandoval Melim, Ellen Spertus. 290 [doi]
• Evaluating effectiveness in computer science educationBarry L. Kurtz, Nell B. Dale, Jerry Engel, Jim Miller, Keith Barker, Harriet G. Taylor. 293 [doi]
• Improving mentoring for women in computer science fields (abstract)Vicki L. Almstrum, Anita Borg, J. Paul Myers Jr.. 294 [doi]
• Computer graphics across the CS curriculum (abstract)Dalton Hunkins, Steven K. Andrianoff, Rosalee Nerheim-Wolfe, Thomas L. Naps. 295 [doi]
• Here comes the multimedia generation! Ready? or not? (abstract)Elizabeth S. Adams, Rachelle S. Heller, Elliot Soloway, Barbee Mynatt Teasley. 297 [doi]
• Approaches to teaching parallel processing on the undergraduate level (abstract)Angela B. Shiflet, Scott R. Cannon, Terry J. Frederick, Janet Hartman, Marsha Meredith, Chris Nevison, Dean Sanders. 298 [doi]
• Successful associate degree programs in the computing sciencesSuzanne E. Gladfelter, William C. Harris, Karl J. Klee. 299 [doi]
• Information systems curriculum (abstract): where we should be going?Paul M. Leidig, Mary J. Granger, Asad Khailany, Joan Pierson, Dean Sanders. 300 [doi]
• Issues in the choice of programming language for CS 1 (abstract)Rhys Price Jones, Doug Cooper, Daniel P. Friedman, Richard C. Holt, Peter Robinson. 301 [doi]
• Final report (abstract): curricula for two-year degree programs in computer sciences, and computing and engineering technologyKarl J. Klee, John Impagliazzo. 302 [doi]
• Research experience for undergraduates (abstract)Antonio M. Lopez Jr., Gerald L. Engel, Herbert L. Dershem, Santa Wiltz. 303 [doi]
• Teaching an ethics component to computer science majors (abstract)Thomas J. Scott, Richard B. Voss, Cherri M. Pancake. 304 [doi]
• Research methods in computer science educationVicki L. Almstrum, Debra Burton, Cheng-Chih Wu. 306 [doi]
• Bringing the industry view of software engineering to the classroomJudith L. Gersting, Frank H. Young, Eric Tinsley, Helen Hays, Anthony Schaeffer. 307 [doi]
• Approaches to programming assignments in CS 1 and CS 2Michael J. Clancy, Richard E. Pattis, Mark Stehlik. 308 [doi]
• ACM model high school computer science curriculum (abstract)Susan M. Merritt, Charles J. Bruen, J. Philip East, Darlene Grantham, Charles Rice, Viera K. Proulx, Gerry Segal, Carol E. Wolf. 309 [doi]
• Final report: curricula for two-year college task force subgroup: computing for other disciplinesRichard H. Austing, Therese Jones. 310 [doi]
• The power of OOPS (abstract): heterogeneous data structures in C++Richard G. Epstein. 311 [doi]