Table of Contents

• A visualization system for multithreaded programmingMichael Bedy, Steve Carr, Xianglong Huang, Ching-Kuang Shene. 1-5 [doi]
• Increasing visualization and interaction in theautomata theory courseTed Hung, Susan H. Rodger. 6-10 [doi]
• CUPV - a visualization tool for generated parsersAlan Kaplan, Denise Shoup. 11-15 [doi]
• Design and analysis of algorithms reconsideredAnany Levitin. 16-20 [doi]
• Design patterns for lazy evaluationDung Zung Nguyen, Stephen B. Wong. 21-25 [doi]
• Cogito, Ergo sum! cognitive processes of students dealing with data structuresDan Aharoni. 26-30 [doi]
• Teaching database management systems with JavaMatthew Merzbacher. 31-35 [doi]
• Enhancing the value of a project in the database courseMary Ann Robbert. 36-40 [doi]
• The next decade of the database course: three decades speak to the nextFrederick N. Springsteel, Mary Ann Robbert, Catherine M. Ricardo. 41-45 [doi]
• Powers of 10: the case for changing the first course in computer graphicsSteve Cunningham. 46-49 [doi]
• Curriculum development in Internet and multimedia technologySylvia Sorkin, Barbara Mento, Donna Tupper, Kathleen Harmeyer. 50-54 [doi]
• An innovative university program on management and ICTKarel Lemmen, Fred Mulder, Wim Smit. 55-59 [doi]
• Alfonse, you have a message! Stephen J. Hartley. 60-64 [doi]
• Parallel computing to start the millenniumJoel C. Adams, Chris Nevison, Nan C. Schaller. 65-69 [doi]
• Teaching parallel algorithm with process topologiesChris McDonald, Kamran Kazemi. 70-74 [doi]
• Design early considered harmful: graduated exposure to complexity and structure based on levels of cognitive developmentDuane Buck, David J. Stucki. 75-79 [doi]
• Programming patterns and design patterns in the introductory computer science courseViera K. Proulx. 80-84 [doi]
• Conservatively radical Java in CS1Stuart Reges. 85-89 [doi]
• Application of security tot he computing science classroomRayford B. Vaughn. 90-94 [doi]
• Iambic IBM AI: the palindrome discovery AI projectEric V. Siegel. 95-99 [doi]
• Machine learning in the liberal arts curriculumClare Bates Congdon. 100-104 [doi]
• A Web-based lab manual for CS 1: an experimentThomas J. Cheatham. 105-108 [doi]
• JHAVÉ - an environment to actively engage students in Web-based algorithm visualizationsThomas L. Naps, James Eagan, Laura L. Norton. 109-113 [doi]
• Remote logging in Java using Jeli: a facility to enhance development of accessible educational softwareSteven Robbins. 114-118 [doi]
• Fostering and assessing communication skills in the computer science contextMark Michael. 119-123 [doi]
• Experiments with the use of popular press in the computer science curriculumPaula Gabbert, Kevin Treu. 124-128 [doi]
• Getting participation through discussionMartyn Clark. 129-133 [doi]
• Experiences in using animations in introductory computer science lecturesGuido Rößling, Bernd Freisleben. 134-138 [doi]
• PILOT: an interactive tool for learning and gradingStina S. Bridgeman, Michael T. Goodrich, Stephen G. Kobourov, Roberto Tamassia. 139-143 [doi]
• Supporting reflection in introductory computer scienceAlan Fekete, Judy Kay, Jeffrey H. Kingston, Kapila Wimalaratne. 144-148 [doi]
• Pedagogically sound responses to economic rationalismTony Greening. 149-156 [doi]
• Empirical results of a software engineering curriculum incorporating formal methodsAnn E. Kelley Sobel. 157-161 [doi]
• Algorithm 99: an experiment in reusability & component based software engineeringArturo I. Concepcion, Nathan Leach, Allan Knight. 162-166 [doi]
• Software quality: a curriculum postscript?Thomas B. Hilburn, Massood Towhidnejad. 167-171 [doi]
• Evaluating individuals in team projectsDawn Wilkins, Pamela B. Lawhead. 172-175 [doi]
• Encouraging students in large classesRoy Andersson, Torgny Roxå. 176-179 [doi]
• Introducing computer science using a breadth-first approach and functional programmingScott L. Vandenberg, Michael Wollowski. 180-184 [doi]
• Toolkits in first year computer science: a pedagogical imperativeRichard Rasala. 185-191 [doi]
• Real-world program design in CS2: the roles of a large-scale, multi-group class projectSamuel A. Rebelsky, Clif Flynt. 192-196 [doi]
• Programming in Java: student-constructed rulesAnn E. Fleury. 197-201 [doi]
• Empirical investigation throughout the CS curriculumDavid W. Reed, Craig S. Miller, Grant Braught. 202-206 [doi]
• The effect of a constructivist learning environment for field-dependent/independent students on achievement in introductory computer programmingDavid C. Gibbs. 207-211 [doi]
• Evaluating programming ability in an introductory computer science courseA. T. Chamillard, Kim A. Braun. 212-216 [doi]
• Video resources for use in teaching ethics and computingKevin W. Bowyer. 217-221 [doi]
• A primer for applying service learning to computer sciencePete Sanderson, Kenneth Vollmar. 222-226 [doi]
• A fundamentals-based curriculum for first year computer scienceIan Sanders, Conrad Mueller. 227-231 [doi]
• Instrumentation: a multi-science integrated sequenceHerbert Tesser, Hisham Al-Haddad, Gary Anderson. 232-236 [doi]
• Aristotle and object-oriented programming: why modern students need traditional logicDerek Rayside, Gerard T. Campbell. 237-244 [doi]
• Myths about object-orientation and its pedagogyJohn Lewis. 245-249 [doi]
• E-commerce and computer science educationYuzhen Ge, Jiangeng Sun. 250-255 [doi]
• Bugs as features: teaching network protocols through debuggingBrad Richards. 256-259 [doi]
• Design and implementation of computer games: a capstone course for undergraduate computer science educationRandolph M. Jones. 260-264 [doi]
• A capstone course for a computer information systems majorSharon M. Tuttle. 265-269 [doi]
• Interdisciplinary capstone group project: designing autonomous race vehiclesSteve Mosiman, Christoph Hiemcke. 270-274 [doi]
• Implementing an IT concentration in a CS department: content, rationale, and initial impactTerry Countermine, Phil Pfeiffer. 275-279 [doi]
• Fluency in information technology: a second course for non-CIS majorsRobert M. Aiken, Ned Kock, Munir Mandviwalla. 280-284 [doi]
• A Bachelor of Science in information technology: an interdisciplinary approachDavid L. Spooner. 285-289 [doi]
• Yet, more Web exercises for learning C++Bruce S. Elenbogen, Bruce R. Maxim, Chris McDonald. 290-294 [doi]
• Strategies for encouraging individual achievement in introductory computer science coursesEric Roberts. 295-299 [doi]
• SAIL: a system for generating, archiving, and retrieving specialized assignments using LATEXStina S. Bridgeman, Michael T. Goodrich, Stephen G. Kobourov, Roberto Tamassia. 300-304 [doi]
• EROSI - visualising recursion and discovering new errorsCarlisle E. George. 305-309 [doi]
• Recursion in gradual steps (is recursion really that difficult?)J. Ángel Velázquez-Iturbide. 310-314 [doi]
• Recursively speaking: analyzing students discourse of recursive phenomenaDalit Levy, Tami Lapidot. 315-319 [doi]
• Operating systems projects built on a simple hardware simulatorJohn Dickinson. 320-324 [doi]
• A study of common pitfalls in simple multi-threaded programsSung-Eun Choi, E. Christopher Lewis. 325-329 [doi]
• Experimentation with bounded buffer synchronizationSteven Robbins. 330-334 [doi]
• Distance education: law attempts to catch up with technology (battle between copyright owners and academics)Jill Gerhardt-Powals, Matthew H. Powals. 335-342 [doi]
• Multimedia: from topic to courseJohn Minor Ross. 343-346 [doi]
• Distance teaching workloadsWendy Doube. 347-351 [doi]
• Checkmate: cornering C++ dynamic memory errors with checked pointersScott M. Pike, Bruce W. Weide, Joseph E. Hollingsworth. 352-356 [doi]
• Object-orientation in Java for scientific programmersJudith Bishop, Nigel Bishop. 357-361 [doi]
• An object-oriented view of backtrackingRobert E. Noonan. 362-366 [doi]
• Enhancing student learning through on-line quizzesDenise M. Woit, David V. Mason. 367-371 [doi]
• Combining cooperative learning and peer instruction in introductory computer scienceJoe D. Chase, Edward G. Okie. 372-376 [doi]
• Assessing the benefits of interactive prediction using Web-based algorithm animation coursewareDuane J. Jarc, Michael B. Feldman, Rachelle S. Heller. 377-381 [doi]
• Do visualizations improve program comprehensibility? experiments with control structure diagrams for JavaT. Dean Hendrix, James H. Cross II, Saeed Maghsoodloo, Matthew L. McKinney. 382-386 [doi]
• Experiences with the Webware, interfaces and networking experimental laboratoryDavid C. Brown, Isabel F. Cruz, David Finkel, Robert E. Kinicki, Craig E. Wills. 387-391 [doi]
• Teaching Software Psychology: expanding the perspectiveKam Hou Vat. 392-396 [doi]
• CS1 and CS2 (panel session): foundations of computer science and discrete mathematicsD. S. Tomer, Doug Baldwin, Carl H. Smith, Peter B. Henderson, Venu Vadisigi. 397-398 [doi]
• Using large projects in a computer science curriculum (panel session)K. Todd Stevens, Joel E. Henry, Pamela B. Lawhead, John Lewis, Constance G. Bland, Mary Jane Peters. 399-400 [doi]
• Experiences in starting computer engineering programs (panel session)Daniel D. McCracken, Manuel A. Pérez-Quiñones, Robert Bryant, Fred Springsteel, Anne-Louise Radimsky. 401-402 [doi]
• The database course (panel session): what must be taughtMary Ann Robbert, Ming Wang, Mário Guimarães, Martha E. Myers. 403-404 [doi]
• Student outcomes assessment (panel session): what works and what doesn tSue Fitzgerald, Merry McDonald, Norbert J. Kubilus, Mark A. Fienup, Dian Lopez. 405-406 [doi]
• Concurrency the first year (panel session): experience reportsMax Hailperin, David M. Arnow, Judith Bishop, Chester Lund, Lynn Andrea Stein. 407-408 [doi]
• Proposed information systems accreditation criteria (panel session)Doris K. Lidtke, Willis K. King, John T. Gorgone, Gayle J. Yaverbaum. 409-410 [doi]
• Curriculum 2001: Evaluating the Strawman Report Representatives of the ACM/IEEE-CS Task Force (Panel Session)Eric Roberts, C. Fay Cover, Gerald L. Engel, Carl K. Chang, James H. Cross II, Russell L. Shackelford. 411-412 [doi]
• What s new with ABET/CSAB integration (panel session)Doris K. Lidtke, Lee Saperstein, Kenneth W. Martin, Della Bonnette. 413 [doi]
• Teaching advice and support for new and adjunct faculty (panel session): experiences, policies, and strategiesDavid G. Kay, Clare Bates Congdon, Sue Fitzgerald, Merle S. King, Pat Semmes. 414-415 [doi]
• Recommendations for changes in advanced placement computer science (panel session)Owen L. Astrachan, Robert Cartwight, Rich Kick, Cay S. Horstmann, Fran Trees, Gail Chapman, David Gries, Henry MacKay Walker, Ursula Wolz. 416 [doi]
• IT programs and CS departments (panel session)Elliot B. Koffman, Dorothy Deremer, Chris McDonald, Loren Rhodes, S. Rebecca Thomas, A. Joe Turner, Curt M. White. 417-418 [doi]
• Undergraduate computational science education (panel session)Angela B. Shiflet, Philip Holmes, Chuck Niederriter, Robert M. Panoff, Ernest Sibert. 419-420 [doi]
• Teams work (panel session)Louise Moses, Sally Fincher, James Caristi. 421-422 [doi]
• The assimilation of software engineering into the undergraduate computer science curriculum (panel session)Renée A. McCauley, Nell B. Dale, Thomas B. Hilburn, Susan A. Mengel, Branson W. Murrill. 423-424 [doi]
• Intellectual property law basics for computer science instructors (seminar session)David G. Kay. 425 [doi]
• Future faculty development seminar in ethics, social impact and alternative teaching strategies (seminar session)John A. N. Lee, Kevin W. Bowyer. 426 [doi]
• Introduction to the marine biology case study (seminar session)Alyce Brady, Michael J. Clancy, Kathleen Larson. 427 [doi]
• The National Science Foundation (seminar session): funding opportunities for CS faculty through the CCLI programC. Dianne Martin, Margaret M. Reek. 428 [doi]
• Objects first with Java and BlueJ (seminar session)Michael Kölling, John Rosenberg. 429 [doi]