Table of Contents

• An overview of MiniJavaEric Roberts. 1-5 [doi]
• A library to support a graphics-based object-first approach to CS 1Kim B. Bruce, Andrea Pohoreckyj Danyluk, Thomas P. Murtagh. 6-10 [doi]
• A simple java package for GUI-like interactivityElliot B. Koffman, Ursula Wolz. 11-15 [doi]
• JKarelRobot: a case study in supporting levels of cognitive development in the computer science curriculumDuane Buck, David J. Stucki. 16-20 [doi]
• Misleading intuition in algorithmic problem solvingDavid Ginat. 21-25 [doi]
• Do we really teach abstraction?Paolo Bucci, Timothy J. Long, Bruce W. Weide. 26-30 [doi]
• A chat room assignment for teaching network securityW. Garrett Mitchener, Amin Vahdat. 31-35 [doi]
• Using an isolated network laboratory to teach advanced networks and securityJohn M. D. Hill, Curtis A. Carver Jr., Jeffrey W. Humphries, Udo W. Pooch. 36-40 [doi]
• From RS-232 to object request brokers: incremental object-oriented networking projectsDavid Janzen. 41-44 [doi]
• Javiva: a tool for visualizing and validating student-written Java programsJoseph A. Turner, Joseph L. Zachary. 45-49 [doi]
• Teaching CS1 with karel the robot in JavaByron Weber Becker. 50-54 [doi]
• Automated feedback on programs means students need less help from teachersElizabeth Odekirk-Hash, Joseph L. Zachary. 55-59 [doi]
• Levels of explorationStephan Diehl, Andreas Kerren. 60-64 [doi]
• Engaging students with active learning resources: hypertextbooks for the webChristopher M. Boroni, Frances W. Goosey, Michael T. Grinder, Rockford J. Ross. 65-69 [doi]
• AnimalScript: an extensible scripting language for algorithm animationGuido Rößling, Bernd Freisleben. 70-74 [doi]
• When worlds collide!: an interdisciplinary course in virtual-reality artGuy W. Zimmerman, Dena Elisabeth Eber. 75-79 [doi]
• Teaching applied computing without programming: a case-based introductory course for general educationJoe Marks, William T. Freeman, Henry H. Leitner. 80-84 [doi]
• Teaching networking and operating systems to information systems majorsD. Robert Adams, Carl Erickson. 85-89 [doi]
• Introducing computer systems from a programmer s perspectiveRandal E. Bryant, David R. O Hallaron. 90-94 [doi]
• Teaching design and project management with lego RCX robotsUrsula Wolz. 95-99 [doi]
• Rethinking CS0 with JavaScriptDavid Reed. 100-104 [doi]
• The Khepera robot and the kRobot class: a platform for introducing robotics in the undergraduate curriculumRobert M. Harlan, David B. Levine, Shelley McClarigan. 105-109 [doi]
• Open artificial intelligence - one course for allMatthew Merzbacher. 110-113 [doi]
• Undergraduate research in genetic algorithmsLinda Bright Lankewicsz. 114-118 [doi]
• Computing with geometry as an undergraduate course: a three-year experienceJohn L. Lowther, Ching-Kuang Shene. 119-123 [doi]
• Teaching the human aspect of software engineering - a case studyOrit Hazzan. 124-128 [doi]
• Teaching internet algorithmicsMichael T. Goodrich, Roberto Tamassia. 129-133 [doi]
• A computer program to aid assignment of student project groupsMichael A. Redmond. 134-138 [doi]
• Electronic peer review and peer grading in computer-science coursesEdward F. Gehringer. 139-143 [doi]
• An interactive dynamic model for integrating knowledge management methods and knowledge sharing technology in a traditional classroomVir V. Phoha. 144-148 [doi]
• IPP: a web-based interactive programming portfolioJohn K. Estell. 149-153 [doi]
• Explorations: structured labs for first-time programmersRay Lischner. 154-158 [doi]
• Using lab practica to evaluate programming abilityA. T. Chamillard, Jay K. Joiner. 159-163 [doi]
• Solving the CS1/CS2 lab dilemma: students as presenters in CS1/CS2 laboratoriesKay A. Robbins, Catherine Sauls Key, Keith Dickinson, John Montgomery. 164-168 [doi]
• Using handheld computers in the classroom: laboratories and collaboration on handheld machinesMichael J. Jipping, Joshua Krikke, Sarah Dieter, Samantha Sandro. 169-173 [doi]
• Second language acquisition and CS1Anne Gates Applin. 174-178 [doi]
• A study of the impact of student background and preparedness on outcomes in CS IMalcolm Morrison, Timothy S. Newman. 179-183 [doi]
• Contributing to success in an introductory computer science course: a study of twelve factorsBrenda Cantwell Wilson, Sharon Shrock. 184-188 [doi]
• Encapsualtion and reuse as viewed by Java studentsAnn E. Fleury. 189-193 [doi]
• Assembly language through the Java virtual machineCarl Bredlau, Dorothy Deremer. 194-198 [doi]
• A proposed new high level abstraction for computer technologyStanislaw P. Maj, D. Veal, Rick Duley. 199-203 [doi]
• A web-based little man computer simulatorWilliam Yurcik, Larry Brumbaugh. 204-208 [doi]
• Using a PDP-11/10 to teach content and history in computer organization coursesDouglas Harms, Dave A. Berque. 209-213 [doi]
• Turing the tables: introducing software engineering concepts in a user interface design courseJulie Barnes, Laura M. Leventhal. 214-218 [doi]
• Using squeak for teaching user interface softwareMark Guzdial. 219-223 [doi]
• Making parallel programming accessible to inexperienced programmers through cooperative learningLori L. Pollock, Mike Jochen. 224-228 [doi]
• Alfonse, give me a call! Stephen J. Hartley. 229-232 [doi]
• An innovative design and studio-based CS degreeMichael Docherty, Peter Sutton, Margot Brereton, Simon M. Kaplan. 233-237 [doi]
• A comprehensive curriculum for IT education and workforce development: an engineering approachForouzan Golshani, Sethuraman Panchanathan, Oris Friesen, Youngchoon Park, Jeong-Jun Song. 238-242 [doi]
• Our curriculum has become math-phobic!Allen B. Tucker, Charles Kelemen, Kim B. Bruce. 243-247 [doi]
• What could be more SLic?: projects for the programming languages courseLaurie A. Smith King, John Barr, Ben Coleman. 248-252 [doi]
• A reductionist approach to a course on programming languagesMichael R. Wick, Daniel E. Stevenson. 253-257 [doi]
• Kaleidoscope: using design patterns in CS1Michael R. Wick. 258-262 [doi]
• Design patterns for sortingDung Zung Nguyen, Stephen B. Wong. 263-267 [doi]
• Ancient Egyptian numbers: a CS-complete exampleTimothy S. Gegg-Harrison. 268-272 [doi]
• Real-time lab excercises: a teacher s dilemmaErik Herzog, Peter Loborg, Simin Nadjm-Tehrani. 273-277 [doi]
• A CS/SE approach to a real-time embedded systems software development courseJoseph M. Clifton. 278-281 [doi]
• A pattern language for initial course designJoseph Bergin. 282-286 [doi]
• Integrating an intensive experience with communication skills development into a computer science courseLori L. Pollock. 287-291 [doi]
• Objectives and objective assessment in CS1Raymond Lister. 292-296 [doi]
• Java power tools: model software for teaching object-oriented designRichard Rasala, Jeff Raab, Viera K. Proulx. 297-301 [doi]
• OO overkill: when simple is better than notOwen L. Astrachan. 302-306 [doi]
• A java API for historical ciphers: an object-oriented design projectRalph Morelli, Ralph Walde, Gregg Marcuccio. 307-311 [doi]
• TOS: an educational distributed operating system in JavaTyrone Nicholas, Jerzy A. Barchanski. 312-316 [doi]
• Starving philosophers: experimentation with monitor synchronizationSteven Robbins. 317-321 [doi]
• Architecture-dependent operating system project sequenceJohn L. Donaldson. 322-326 [doi]
• In support of student pair-programmingLaurie A. Williams, Richard L. Upchurch. 327-331 [doi]
• Binary software components in the undergraduate computer science curriculumAllen S. Parrish, Brandon Dixon, David Cordes. 332-336 [doi]
• Integrating testing into the curriculum - arsenic in small dosesEdward L. Jones. 337-341 [doi]
• Offering CS1 on-line reducing campus resource demand while improving the learning environmentJon A. Preston, Laura Wilson. 342-346 [doi]
• Experiences with tutored video instruction for introductory programming coursesRichard J. Anderson, Martin Dickey, Hal Perkins. 347-351 [doi]
• Designing better online teaching materialJudy Brown, Jiayun Lu. 352-356 [doi]
• Advanced database concepts for undergraduates: experience with teaching a second courseSusan Darling Urban, Suzanne W. Dietrich. 357-361 [doi]
• A reusable graphical user interface for manipulating object-oriented databases using Java and XMLSuzanne W. Dietrich, Dan Suceava, Chakrapani Cherukuri, Susan Darling Urban. 362-366 [doi]
• Implementation of object-relational DBMSs in a relational database courseMing Wang. 367-370 [doi]
• Specialized certification programs in computer scienceRobert Montante, Zahira S. Khan. 371-375 [doi]
• Preparing students for internet and multimedia technology careersKathleen Harmeyer, Donna Tupper, William Beck, Sylvia Sorkin. 376-380 [doi]
• Assessing hands on skills on CS1 computer & network technology unitsD. Veal, Stanislaw P. Maj, Rick Duley. 381-385 [doi]
• Increasing the enrollment of women in computer scienceShari Lawrence Pfleeger, Pat Teller, Sheila E. Castaneda, Manda Wilson, Rowan Lindley. 386-387 [doi]
• Models and areas for CS education researchJohn T. Stasko, Mark Guzdial, Michael J. Clancy, Nell B. Dale, Sally Fincher. 388-389 [doi]
• How mathematical thinking enchances computer science problem solvingDavid Gries, Bill Marion, Peter Henderson, Diane Schwartz. 390-391 [doi]
• Quality in distance educationGordon Davies, Wendy Doube, Wendy A. Lawrence-Fowler, Dale Shaffer. 392-393 [doi]
• Identifying an appropriate view of software components for undergraduate educationAllen S. Parrish, Joe Hollingsworth, Peter M. Maurer, Benjamin Shults, Bruce W. Weide. 394-395 [doi]
• The university perspective: awarding credit for advanced placement (AP) in computer scienceBarbara Boucher Owens, Fran Hunt, Stuart Reges, Cary Laxer. 396-397 [doi]
• Why I do declare!: declarative programming in the undergraduate curriculumSamuel A. Rebelsky, Peter B. Henderson, Amruth N. Kumar, Frederick N. Springsteel. 398-399 [doi]
• Information technology curriculum developmentBei-Tseng Bill Chu, Venu Dasigi, John T. Gorgone, David L. Spooner. 400-401 [doi]
• Programming early considered harmfulJudith L. Gersting, Peter B. Henderson, Philip Machanick, Yale N. Patt. 402-403 [doi]
• The use of robots in the undergraduate curriculum: experience reportsMichael Goldweber, Clare Bates Congdon, Barry S. Fagin, Deborah J. Hwang, Frank Klassner. 404-405 [doi]
• Collaboration vs plagiarism in computer science programming coursesCarolee Stewart-Gardiner, David G. Kay, Joyce Currie Little, Joseph D. Chase, John Fendrich, Laurie A. Williams, Ursula Wolz. 406-407 [doi]
• Writing a textbook: walking the gauntletNell B. Dale, Rick Mercer, Elliot B. Koffman, Walter J. Savitch. 408-409 [doi]
• Polymorphic panelistsByron Weber Becker, Richard Rasala, Joseph Bergin, Christine Shannon, Eugene Wallingford. 410-411 [doi]
• Nifty assignments panelNick Parlante, Michael J. Clancy, Stuart Reges, Julie Zelenski, Owen L. Astrachan. 412-413 [doi]
• The nuts and bolts of academic careers: a primer for students and beginning facultyDan Curtin, Gary Lewandowski, Carla N. Purdy, Dennis Gibson, Lisa Meeden. 414-415 [doi]
• The design and development of the college of information technology at Radford UniversityAnn S. Ferren, J. A. N. Lee, Ivan B. Liss, Joe D. Chase, Robert Phillips. 416-417 [doi]
• ACM SIGCSE NSF CCLI project showcaseJane Prey. 418 [doi]
• Practical teaching tips from around the worldScott Grissom, Thomas L. Naps, Nick Parlante, Pamela B. Lawhead. 419 [doi]
• Taking advantage of national science foundation funding opportunitiesAndrew Bernat, Harriet G. Taylor. 420 [doi]
• Status of information systems accreditationJohn T. Gorgone, Doris K. Lidtke, David L. Feinstein. 421-422 [doi]
• AP CS goes OODavid Gries, Kathleen Larson, Susan H. Rodger, Mark Allen Weiss, Ursula Wolz. 423-24 [doi]
• Colorful illustrations of algorithmic design techniques and problem solvingDavid Ginat, Daniel D. Garcia, Owen L. Astrachan, Joseph Bergin. 425-426 [doi]
• Using project management concepts and microsoft project software as a tool to develop and manage both on-line and on-campus courses and student team projectsDebra Burton Farrior, Daniel E. Hallock. 427 [doi]
• The play s the thing: ElderCare VRRichard G. Epstein. 428 [doi]
• Teaching using off-the shelf on-line materialsCarl Alphonce, Debra T. Burhans, Helene Kershner, Barbara Sherman, Deborah Walters, Erica Eddy, Gloria Melara, Peter DePasquale, J. Philip East, Frederick N. Springsteel, Kurt F. Lauckner. 429-430 [doi]
• Model curricula for IT schools: report of a curriculum committeePeter J. Denning, Wayne R. Dyksen, Richard J. LeBlanc, Edward L. Robertson. 431-432 [doi]
• Computing curricula 2001 how will it work for you?Eric Roberts, Gerald L. Engel, C. Fay Cover, Andrew D. McGettrick, Carl K. Chang, Ursula Wolz. 433-434 [doi]