Table of Contents

• Teaching about natural systems, the next generation of computers, and the generation after that?Dave Cliff. 1 [doi]
• Back to the future?Keith Mander. 2 [doi]
• Teaching post-classical computation: (extended abstract)Susan Stepney. 3 [doi]
• Using XML in a compiler courseD. Robert Adams, Christian Trefftz. 4-6 [doi]
• Didactic strategies for promoting significant learning in formal languages and automata theoryCarlos Iván Chesñevar, María Paula González, Ana Gabriela Maguitman. 7-11 [doi]
• Investigating wired and wireless networks using a java-based programmable snifferMichael J. Jipping, Andrew Kalafut, Nathan Kooistra, Kathleen Ludewig. 12-16 [doi]
• On the achievements of high school students studying computational modelsMichal Armoni, Judith Gal-Ezer. 17-21 [doi]
• Design and evolution of an undergraduate course on web application developmentKwok-bun Yue, Wei Ding. 22-26 [doi]
• Supporting active database learning and training through interactive multimediaClaus Pahl, Ronan Barrett, Claire Kenny. 27-31 [doi]
• The backwash effect on SQL skills gradingJulia Coleman Prior, Raymond Lister. 32-36 [doi]
• Electronic learning communities: strategies for establishment and managementJudy Sheard. 37-41 [doi]
• If diversity is a problem could e-learning be part of the solution?: a case studyLiz Minton, Roger D. Boyle, Vania Dimitrova. 42-46 [doi]
• Evaluating the effectiveness of ICT to support globally distributed PBL teamsChew Swee Cheng, Chris Beaumont. 47-51 [doi]
• Roles of variables as seen by CS educatorsMordechai Ben-Ari, Jorma Sajaniemi. 52-56 [doi]
• Teaching roles of variables in elementary programming coursesMarja Kuittinen, Jorma Sajaniemi. 57-61 [doi]
• Embedding instructive assertions in program designDavid Ginat. 62-66 [doi]
• An experimental analysis of GAME: a generic automated marking environmentMichael Blumenstein, Steve Green, Ann Nguyen, Vallipuram Muthukkumarasamy. 67-71 [doi]
• Accommodating field-dependence: a cross-over studyAdrian Parkinson, James A. Redmond, Cathal Walsh. 72-76 [doi]
• Generation as method for explorative learning in computer science educationAndreas Kerren. 77-81 [doi]
• Do senior CS students capitalize on recursion?David Ginat. 82-86 [doi]
• Project oriented student work: learning & examinationUlf Melin, Stefan Cronholm. 87-91 [doi]
• The dimensions of variation in the teaching of data structuresRaymond Lister, Ilona Box, Briana B. Morrison, Josh D. Tenenberg, Suzanne Westbrook. 92-96 [doi]
• Using narrative as a motivating device to teach binary arithmetic and logic gatesAtif Waraich. 97-101 [doi]
• (An almost) pedagogical pattern for pattern-based problem-solving instructionOrna Muller, Bruria Haberman, Haim Averbuch. 102-106 [doi]
• Age of computers: game-based teaching of computer fundamentalsLasse Natvig, Steinar Line. 107-111 [doi]
• Teaching operating systems administration with user mode linuxRenzo Davoli. 112-116 [doi]
• Mass production of individual feedbackDavid Heaney, Charlie Daly. 117-121 [doi]
• Effective peer assessment for learning computer programmingJirarat Sitthiworachart, Mike Joy. 122-126 [doi]
• COMPASS: a CS program assessment projectAdel M. Abunawass, Will Lloyd, Edwin Rudolph. 127-131 [doi]
• Extending e-books with annotation, online support and assessment mechanisms to increase efficiency of learningChin-Yeh Wang, Gwo-Dong Chen. 132-136 [doi]
• Automated assessment of GUI programs using JEWLJohn English. 137-141 [doi]
• Frameworks: putting design patterns into perspectiveHenrik Bærbak Christensen. 142-145 [doi]
• Curve and surface interpolation and approximation: knowledge unit and software toolJohn Fisher, John L. Lowther, Ching-Kuang Shene. 146-150 [doi]
• Experiences with teaching design patternsSylvia Stuurman, Gert Florijn. 151-155 [doi]
• An approach to teaching design patterns using musical compositionJohn Hamer. 156-160 [doi]
• Use of large databases for group projects at the nexus of teaching and researchRichard C. Thomas, Rebecca Mancy. 161-165 [doi]
• Constructivist or instructivist: pedagogical concepts practically applied to a computer learning environmentPeter McKenna, Ben Laycock. 166-170 [doi]
• Self-efficacy and mental models in learning to programVennila Ramalingam, Deborah LaBelle, Susan Wiedenbeck. 171-175 [doi]
• Program quality with pair programming in CS1Brian Hanks, Charlie McDowell, David Draper, Milovan Krnjajic. 176-180 [doi]
• Emergence of automated assignment conceptions in a functional programming courseTamar Paz, Tami Lapidot. 181-185 [doi]
• What is lacking in curriculum schemes for computing/informatics?Maarten van Veen, Fred Mulder, Karel Lemmen. 186-190 [doi]
• Community-oriented pedagogy for in-service CS teacher trainingYifat Ben-David Kolikant, Sarah Pollack. 191-195 [doi]
• Moving to CC2001 at a small collegeJohn F. Dooley. 196-198 [doi]
• Providing curricular assistance to a third world university computer science departmentJohn Paxton, Karim Heredia. 199-202 [doi]
• Using interactive technology in a short java course: an experience reportRoberto E. Lopez-Herrejon, Morrie Schulman. 203-207 [doi]
• Teaching computer networking with the help of personal computer networksRocky K. C. Chang. 208-212 [doi]
• Preliminary experiences with a tablet PC based system to support active learning in computer science coursesBeth Simon, Ruth E. Anderson, Crystal Hoyer, Jonathan Su. 213-217 [doi]
• Enhancing classroom lectures with digital sliding blackboardsGuido Rößling, Christoph Trompler, Max Mühlhäuser, Susanne Köbler, Susanne Wolf. 218-222 [doi]
• SQLator: an online SQL learning workbenchShazia Wasim Sadiq, Maria E. Orlowska, Wasim Sadiq, Joe Y.-C. Lin. 223-227 [doi]
• The relationship between CS education research and the SIGCSE communityMichael Goldweber, Martyn Clark, Sally Fincher, Arnold Pears. 228-229 [doi]
• What do we mean by theoretically sound research in computer science education?Mordechai Ben-Ari, Anders Berglund, Shirley Booth, Christian Holmboe. 230-231 [doi]
• Introducing assistive technology in an HCI courseBlaise W. Liffick. 232 [doi]
• SimSE: an educational simulation game for teaching the Software engineering processEmily Oh Navarro, André van der Hoek. 233 [doi]
• Sharing the wealth: publishing electronic resourcesLillian N. Cassel, Edward A. Fox. 234 [doi]
• Promoting undergraduate research: a classroom modelAnn M. Quade. 235 [doi]
• A refreshing approach to an academic seminar courseNoa Ragonis. 236 [doi]
• Learning O-O concepts in CS I using game projectsChuck Leska, John R. Rabung. 237 [doi]
• Using history to enhance computing coursesJohn Impagliazzo, John A. N. Lee. 238 [doi]
• A virtual reality simulator of the ENIACDouglas E. Harms. 239 [doi]
• Teaching certificate in computer science: didactics workshopEla Zur, Tamar Vilner. 240 [doi]
• IT4PS: information technology for problem solvingCristiana Rita Alfonsi, Nello Scarabottolo, Dino Pedreschi, Maria Simi. 241 [doi]
• Dyslexia and learning computer programmingNorman Powell, David J. Moore, John Gray, Janet Finlay, John Reaney. 242 [doi]
• Determinants affecting organizations intent to adopt e-tailing: a study based on innovation theoriesL. March To. 243 [doi]
• Interaction support in large-scale lecturesGuido Rößling, Henning Bär, Max Mühlhäuser. 244 [doi]
• Student-oriented examination in a computer architecture courseErik Larsson, Anders Larsson. 245 [doi]
• Can students improve their undergraduate schievements and get accepted to graduate school?Tamar Benaya, Ela Zur. 246 [doi]
• In the realm of si piuhGiovanni M. Bianco, Simonetta Tinazzi. 247 [doi]
• Common environment for undergraduate computer programmingColin Price, John Price. 248 [doi]
• Managing the programming tailLindsey Ford. 249 [doi]
• Design of MCQ testWilliam Fone. 250 [doi]
• A suite of tools for teaching concurrencyMordechai Ben-Ari. 251 [doi]
• Teaching OOP: experimental studiesRichard Borge. 252 [doi]
• eL-CID: communicating iterative program designCharles Boisvert. 253 [doi]
• Using the synergies between the object-oriented paradigm and mathematics in joint mathematics/computer science programsMarc Conrad, Tim French. 254 [doi]
• OOP via C++, C#...?Vladimir Nodelman. 255 [doi]
• Approaches to object persistence in java projectsJames H. Paterson, John Haddow. 256 [doi]
• Addressing professional issues at postgraduate levelDonald Joyce, Alison Young. 257 [doi]
• The US national science foundation and the ITiCSE effortSteve Cunningham, Ernest L. McDuffie, Harriet G. Taylor. 258 [doi]
• Treemap visualizations for CS2Martha J. Kosa, Mark A. Boshart. 259 [doi]
• Service based framework for knowledge portalsSita Ramakrishnan, Ashley Cambrell. 260 [doi]
• A classroom experiment for teaching automataMohamed Hamada, Kazuhiko Shiina. 261 [doi]
• Graduate students learning strategies through research collaborationEduardo Argollo, Mauricio Hanzich, Diego Mostaccio, Germán Bianchini, Paula Cecilia Fritzsche, Ferran Bonàs, Emilio Luque, Juan C. Moure, Dolores Rexachs. 262 [doi]
• Introducing undergraduates to programming using robots in the general education curriculumChuck Leska. 263 [doi]
• Technology infrastructure supporting a medical & bioinformatics masters degreeGünter Tusch, Paul Leidig, Greg Wolffe, David Elrod, Carl Strebel. 264 [doi]
• Program animation in jeliot 3Andrés Moreno, Niko Myller, Mordechai Ben-Ari, Erkki Sutinen. 265 [doi]
• Web-based tutors for learning programming in C++/JavaAmruth Kumar. 266 [doi]
• Learning problem solving with spreadsheet and database toolsGiuliano Pacini, Giuseppe Fiorentino, Annalina Fabrizio. 267 [doi]
• A learning object generator for programmingLindsey Ford. 268 [doi]
• COMPASS: a CS program assessment projectAdel M. Abunawass. 269 [doi]
• Using CITIDEL to develop and share class plansLillian N. Cassel, Edward A. Fox, Jan Lee, Manuel A. Pérez-Quiñones, Deborah Knox, John Impagliazzo, C. Lee Giles. 270 [doi]
• A single CASE environment for teaching and learningMark Dixon. 271 [doi]
• Enhancing student learning through collaborationMark Ratcliffe, Jonathan Holloway, Wayne Ellis. 272 [doi]
• An assistive technology project for an HCI courseBlaise W. Liffick. 273 [doi]
• A simple implementation of a queue with a circularly linked listDavid B. Sher. 274 [doi]
• Interesting basic problems for CS1Judith Gal-Ezer, Dvir Lanzberg, Daphna Shahak. 275 [doi]
• Introducing undecidabilityJudith Gal-Ezer, Dvir Lanzberg, Daphna Shahak. 276 [doi]
• The use of a code restructuring tool in the learning of programmingStuart Garner. 277 [doi]
• EMMA: a web-based report system for programming course--automated verification and enhanced feedbackKumiko Tanaka-Ishii, Kazuhiko Kakehi, Masato Takeichi. 278 [doi]
• A proposed design patterns extension for the blueJ IDEJames H. Paterson, John Haddow. 279 [doi]
• Reductive thinking: how to teach it?Michal Armoni. 280 [doi]