Table of Contents

• Aha! an illuminating perspectiveDavid Ginat, Daniel D. Garcia, William I. Gasarch. 1-2 [doi]
• Using RoboCup to teach multiagent systems and the distributed mindsetJosé M. Vidal, Paul A. Buhler. 3-7 [doi]
• A case study of LEGO Mindstorms suitability for artificial intelligence and robotics courses at the college levelFrank Klassner. 8-12 [doi]
• WWW autonomous robotics: enabling wide area access to a computer engineering practicumJohn C. Gallagher, Steven Perretta. 13-17 [doi]
• A first course in computational science: (why a math book isn t enough)James L. Noyes. 18-22 [doi]
• Building a cyberwar lab: lessons learned: teaching cybersecurity principles to undergraduatesMary Micco, Hart Rossman. 23-27 [doi]
• What comes after CS 1 + 2: a deep breadth before specializingTroy Vasiga. 28-32 [doi]
• Learning styles and performance in the introductory programming sequenceLynda Thomas, Mark Ratcliffe, John Woodbury, Emma Jarman. 33-37 [doi]
• The effects of pair-programming on performance in an introductory programming courseCharlie McDowell, Linda L. Werner, Heather E. Bullock, Julian Fernald. 38-42 [doi]
• Defensive climate in the computer science classroomLecia Jane Barker, Kathy Garvin-Doxas, Michele H. Jackson. 43-47 [doi]
• Integrating empirical methods into computer scienceDavid Reed, Doug Baldwin, Michael J. Clancy, Allen B. Downey, Stuart A. Hansen. 48-49 [doi]
• Internet-centric computing in the Computer Science curriculumTimothy J. Hickey, Amruth N. Kumar, Linda Wilkens, Andrew Beiderman, Aparna Mahadev, Heidi J. C. Ellis. 50-51 [doi]
• Taking advantage of National Science Foundation funding opportunitiesAndrew P. Bernat, Jane C. Prey. 52 [doi]
• Animation of Java linked listsHerbert L. Dershem, Ryan L. McFall, Ngozi Uti. 53-57 [doi]
• SKA: supporting algorithm and data structure discussionAshley Hamilton-Taylor, Eileen Kraemer. 58-62 [doi]
• Animating automata: a cross-platform program for teaching finite automataMichael T. Grinder. 63-67 [doi]
• Internationalization of the curriculum report of a project within computer scienceJohn A. N. Lee. 68-72 [doi]
• Design of a major in software developmentAlan Fekete, Bob Kummerfeld. 73-77 [doi]
• A proposed undergraduate bioinformatics curriculum for computer scientistsTravis E. Doom, Michael L. Raymer, Dan E. Krane, Oscar Garcia. 78-81 [doi]
• Women in CS and biologyJoanne McGrath Cohoon. 82-86 [doi]
• African American women in the computing sciences: a group to be studiedAntonio M. Lopez Jr., Lisa J. Schulte. 87-90 [doi]
• Computer science accessibility for students with visual disabilitiesJoan M. Francioni, Ann C. Smith. 91-95 [doi]
• Undergraduate computational science and engineering programs and coursesPeter R. Turner, Angela B. Shiflet, Steve Cunningham, Kris Stewart, Andrew T. Phillips, Ignatios Vakalis. 96-97 [doi]
• Mathematics preparation for undergraduate degrees in computer scienceBruce S. Elenbogen, John E. Laird, Richard J. Enbody, Chris McDonald, Peter B. Henderson, Richard Nau, Steven L. Tanimoto. 98-99 [doi]
• Tutorial on extreme programmingJames Caristi. 100 [doi]
• Grading essays in computer ethics: rubrics considered helpfulBarbara Moskal, Keith Miller, Laurie A. Smith King. 101-105 [doi]
• Disequilibration for teaching the scientific method in computer scienceGrant Braught, David W. Reed. 106-110 [doi]
• A new instructional operating systemDavid A. Holland, Ada T. Lim, Margo I. Seltzer. 111-115 [doi]
• PortOS: an educational operating system for the Post-PC environmentBenjamin Atkin, Emin Gün Sirer. 116-120 [doi]
• Role playing in an object-oriented worldSteven K. Andrianoff, David B. Levine. 121-125 [doi]
• Design patterns for gamesDung Zung Nguyen, Stephen B. Wong. 126-130 [doi]
• Women, mathematics and computer sciencePeter B. Henderson, Paul De Palma, Vicki L. Almstrum, Orit Hazzan, Kim Potter Kihlstrom. 131-132 [doi]
• Service learning in computer science and engineeringLeah H. Jamieson. 133-134 [doi]
• Computational science and engineering: tools and techniques for teachingSteve Cunningham, Sylvia Clark Pulliam, Charles D. Swanson, Peter R. Turner. 135-136 [doi]
• DrJava: a lightweight pedagogic environment for JavaEric E. Allen, Robert Cartwright, Brian Stoler. 137-141 [doi]
• Teaching a Java-based CS1 course in an academically-diverse environmentJames R. Comer, Robert F. Roggio. 142-146 [doi]
• Teaching introductory Java through LEGO MINDSTORMS modelsDavid J. Barnes. 147-151 [doi]
• A microprocessor survey course for learning advanced computer architectureKevin Skadron. 152-156 [doi]
• The postroom computer: teaching introductory undergraduate computer architectureHugh Osborne. 157-161 [doi]
• Using Java to design and test hardware circuits over a classroom networkMichael J. Jipping, Steve Marlowe, Alexander A. Sherstov. 162-166 [doi]
• Computing Curricula 2001 implementing the recommendationsEric Roberts, C. Fay Cover, Gordon Davies, Michael Schneider, Robert H. Sloan. 167-168 [doi]
• Preparing for Information Systems accreditationDoris K. Lidtke, David L. Feinstein, John T. Gorgone, Gayle J. Yaverbaum. 169-170 [doi]
• Experiment-based project in undergraduate computer architectureEwa Z. Bem. 171-175 [doi]
• Teaching computer organization/architecture with limited resources using simulatorsGregory S. Wolffe, William Yurcik, Hugh Osborne, Mark A. Holliday. 176-180 [doi]
• Graphical problem solving and visual communication in the beginning computer graphics courseSteve Cunningham. 181-185 [doi]
• Introducing computer science through animation and virtual worldsSusan H. Rodger. 186-190 [doi]
• Using visualization to aid program construction tasksCarlisle E. George. 191-195 [doi]
• Visual representations for recursive algorithmsLinda Stern, Lee Naish. 196-200 [doi]
• To teach the unteachable class: an experimental course in web-based application designKevin Treu. 201-205 [doi]
• Andragogy in a web technologies courseHeidi J. C. Ellis. 206-210 [doi]
• Incorporating Human-Computer Interaction into the undergraduate computer science curriculumSarah A. Douglas, Marilyn Tremaine, Laura M. Leventhal, Craig E. Wills, Bill Z. Manaris. 211-212 [doi]
• JAVA IDEs: why and how we use what we doBarbara Boucher Owens, Richard E. Pattis, Chris Stephenson, Jack Rehder, Dean Sanders. 213-214 [doi]
• National Science Foundation Graduate Research Fellowship ProgramJeffrey Johnson. 215-216 [doi]
• Testing skills and knowledge: introducing a laboratory exam in CS1Mary Elaine Califf, Mary Goodwin. 217-221 [doi]
• Design guidelines for the lab component of objects-first CS1Hamzeh Roumani. 222-226 [doi]
• The software engineering capstone: structure and tradeoffsA. T. Chamillard, Kim A. Braun. 227-231 [doi]
• Unit testing frameworksRobert E. Noonan, Richard H. Prosl. 232-236 [doi]
• Participatory design in a human-computer interaction course: teaching ethnography methods to computer scientistsJerry B. Weinberg, Mary L. Stephen. 237-241 [doi]
• GraphicsMentor: a tool for learning graphics fundamentalsDejan Nikolic, Ching-Kuang Shene. 242-246 [doi]
• Using Visual Studio.Net in the classroomRoseann Krane, Alfred Thompson, Harriette Kisilinsky, Pat Phillips. 247-248 [doi]
• Rewrite cycles in CS courses: experience reportsLinda M. Null, Mike Ciaraldi, Liz Adams, Ursula Wolz, Max Hailperin. 249-250 [doi]
• The object is objectsJoseph Bergin, Richard Kick, Judith Hromcik, Kathleen Larson. 251 [doi]
• Management challenges in a large introductory computer science courseA. T. Chamillard, Laurence D. Merkle. 252-256 [doi]
• Making lemonade: exploring the bright side of large lecture classesSteven A. Wolfman. 257-261 [doi]
• Bringing the enterprise into a database systems courseThomas K. Moore. 262-265 [doi]
• JDBC demonstration courseware using Servlets and Java Server PagesSuzanne W. Dietrich, Susan Darling Urban, Ion Kyriakides. 266-270 [doi]
• A gimmick to integrate software testing throughout the curriculumMichael H. Goldwasser. 271-275 [doi]
• An infrastructure for teaching skills for group decision making and problem solving in programming projectsAmer Diwan, William M. Waite, Michele H. Jackson. 276-280 [doi]
• Networking CS: beyond the first courseJoseph D. Sloan, Andy Lopez, Randy K. Smith, Dick Mowe. 281-282 [doi]
• Using Visual Basic in the CS curriculumJoe Hummel, Jean Mehta. 283-284 [doi]
• How to develop and grade an exam for 20, 000 students (or maybe just 200 or 20)Fran Hunt, Joe Kmoch, Chris Nevison, Susan H. Rodger, Julie Zelenski. 285-286 [doi]
• The SIGCSE 2001 Maze Demonstration programRichard Rasala, Jeff Raab, Viera K. Proulx. 287-291 [doi]
• Using puzzles in teaching algorithmsAnany Levitin, Mary-Angela Papalaskari. 292-296 [doi]
• Using an environment chain model to teach inheritance in C++Michael R. Wick, Daniel E. Stevenson, Andrew T. Phillips. 297-301 [doi]
• Algorithms and object-oriented programming: bridging the gapPaolo Bucci, Wayne D. Heym, Timothy J. Long, Bruce W. Weide. 302-306 [doi]
• JERPA: a distance-learning environment for introductory Java programming coursesDavid Emory, Roberto Tamassia. 307-311 [doi]
• Effective internet education: a progress reportBarry L. Kurtz, Dee Parks, Eric Nicholson. 312-316 [doi]
• Open source software: intellectual challenges to the status quoMarty J. Wolf, Kevin W. Bowyer, Donald Gotterbarn, Keith W. Miller. 317-318 [doi]
• Nifty assignmentsNick Parlante, John K. Estell, David Reed, David B. Levine, Daniel D. Garcia, Julie Zelenski. 319-320 [doi]
• Teaching empirical analysis of algorithmsIan Sanders. 321-325 [doi]
• Scientific experimentation via the matching gameJames B. Fenwick Jr., Cindy Norris, James T. Wilkes. 326-330 [doi]
• On varying perspectives of problem decompositionDavid Ginat. 331-335 [doi]
• The comparative programming languages course: a new chain of developmentWard Douglas Maurer. 336-340 [doi]
• Making compiler design relevant for students who will (most likely) never design a compilerSaumya K. Debray. 341-345 [doi]
• Integrating formal models into the programming languages courseAllen B. Tucker, Robert E. Noonan. 346-350 [doi]
• Exploration of process interaction in operating systems: a pipe-fork simulatorSteven Robbins. 351-355 [doi]
• The well-tempered semaphore: theme with variationsKenneth A. Reek. 356-359 [doi]
• A communication library to support concurrent programming coursesSteve Carr, Changpeng Fang, Tim Jozwowski, Jean Mayo, Ching-Kuang Shene. 360-364 [doi]
• Panel on integrating security concepts into existing computer coursesPaul Mullins, Jim Wolfe, Michael Fry, Erik L. Wynters, William C. Calhoun, Robert Montante, William Oblitey. 365-366 [doi]
• SIGCSE 2002 forum: industry in the ivory towerStuart Reges. 367 [doi]
• SIGCSE 2002 forum: introducing SIGCSE committees: a new initiative to support computing education through SIGCSE-member involvementHenry MacKay Walker. 368 [doi]
• Teaching a software project course using the team software processRobert Cannon, Thomas B. Hilburn, Jorge L. Díaz-Herrera. 369-370 [doi]
• Loving to learn theory: active learning modules for the theory of computingMichael T. Grinder, Seong Baeg Kim, Teresa L. Lutey, Rockford J. Ross, Kathleen F. Walsh. 371-375 [doi]
• Interactive Pushdown Automata AnimationJennifer McDonald. 376-380 [doi]
• A tutorial program for propositional logic with human/computer interactive learningStacy Lukins, Alan Levicki, Jennifer Burg. 381-385 [doi]
• A comprehensive project for CS2: combining key data structures and algorithms into an integrated web browser and search engineTia Newhall, Lisa Meeden. 386-390 [doi]
• Integrating a simulation case study into CS2: developing design, empirical and analysis skillsKay A. Robbins, Catherine Sauls Key, Keith Dickinson. 391-395 [doi]
• Teaching data structures with multiple collection class librariesAlan Fekete. 396-400 [doi]
• A multiplatform/multilanguage client/server projectWilliam A. Shay. 401-405 [doi]
• To java.net and beyond: teaching networking concepts using the Java networking APIGreg Gagne. 406-410 [doi]
• Small-college supercomputing: building a Beowulf cluster at a comprehensive collegeJoel C. Adams, David Vos. 411-415 [doi]
• Managing undergraduate CS researchJames W. McGuffee, Herbert L. Dershem, Linda B. Lankewicz, Gary Lewandowski, Dian Lopez, Oberta A. Slotterbeck. 416-417 [doi]