Table of Contents

• Information in the information societyJoseph Weizenbaum. 1 [doi]
• Is evolution or revolution the way for improving the teaching methodology in computer science?Emilio Luque. 2 [doi]
• Changing the image of computer science: a north american perspective in conversation with EuropeMaria M. Klawe. 3 [doi]
• Testing first: emphasizing testing in early programming coursesWill Marrero, Amber Settle. 4-8 [doi]
• Learning to program through the webNghi Truong, Peter Bancroft, Paul Roe. 9-13 [doi]
• A study of the difficulties of novice programmersEssi Lahtinen, Kirsti Ala-Mutka, Hannu-Matti Järvinen. 14-18 [doi]
• Teaching programming and language concepts using LEGOsCynthia S. Hood, Dennis J. Hood. 19-23 [doi]
• Student interviews as a tool for assessment and learning in a systems analysis and design courseMartin Dick. 24-28 [doi]
• A research-led curriculum in multimedia: learning about convergenceHugh C. Davis, Su White. 29-33 [doi]
• The (relative) importance of software design criteriaTzu-Yi Chen, Stephen Cooper, Robert McCartney, Leslie Schwartzman. 34-38 [doi]
• A pragmatic HCI approach: engagement by reinforcing perception with functional dsesign and programmingDavid Cox. 39-43 [doi]
• DisASTer (distributed algorithms simulation terrain): a platform for the implementation of distributed algorithmsRainer Oechsle, Tim Gottwald. 44-48 [doi]
• The Kaya OS project and the ::::mu::::MPS hardware emulatorMichael Goldweber, Renzo Davoli, Mauro Morsiani. 49-53 [doi]
• Software behaviour understanding Supported by dynamic visualization and role-playGuillermo Jiménez-Díaz, Mercedes Gómez-Albarrán, Marco Antonio Gómez-Martín, Pedro A. González-Calero. 54-58 [doi]
• Game programming in introductory courses with direct state manipulationMichael Kölling, Poul Henriksen. 59-63 [doi]
• Exploring students understanding of the concept of algorithm: levels of abstractionJacob Perrenet, Jan Friso Groote, Eric Kaasenbrood. 64-68 [doi]
• Peer assessment in the algorithms courseDonald D. Chinn. 69-73 [doi]
• Is it really an algorithm: the need for explicit discourseBruria Haberman, Haim Averbuch, David Ginat. 74-78 [doi]
• Providing students universal access to a centralized, graphical computing environmentMichael H. Goldwasser, David Letscher. 79-83 [doi]
• An analysis of patterns of debugging among novice computer science studentsMarzieh Ahmadzadeh, Dave Elliman, Colin Higgins. 84-88 [doi]
• Novice Java programmers conceptions of object and class , and variation theoryAnna Eckerdal, Michael Thuné. 89-93 [doi]
• Implications of perspective in teaching objects first and object designHenrik Bærbak Christensen. 94-98 [doi]
• From objects-first to design-first with multimedia and intelligent tutoringSally H. Moritz, Fang Wei, Shahida M. Parvez, Glenn D. Blank. 99-103 [doi]
• Iconic programming for flowcharts, java, turing, etcStephen Chen, Stephen Morris. 104-107 [doi]
• The effect of integrating an Iconic programming notation into CS1Charmain Cilliers, André P. Calitz, Jéan H. Greyling. 108-112 [doi]
• WIPE: a programming environment for novicesVassilios Efopoulos, Vassilios Dagdilelis, Georgios Evangelidis, Maya Satratzemi. 113-117 [doi]
• ETV: a program trace player for studentsMinoru Terada. 118-122 [doi]
• Teaching software engineering through game designKajal T. Claypool, Mark Claypool. 123-127 [doi]
• Active-learning activities that introduce students to software engineering fundamentalsStephanie Ludi. 128-132 [doi]
• Teaching software development skills early in the Curriculum through software engineeringC. W. Liew. 133-137 [doi]
• Fun and games: a new software engineering courseElizabeth Sweedyk, Robert M. Keller. 138-142 [doi]
• Assessing students knowledge: oral exams vs. written testsHasmik Gharibyan. 143-147 [doi]
• Do computer science students know what they know?: a calibration study of data structure knowledgeLaurie Murphy, Josh D. Tenenberg. 148-152 [doi]
• A new quantitative assessment tool for computer science programsTimothy V. Fossum, Susan M. Haller. 153-157 [doi]
• Experiments in the automatic marking of ER-diagramsPete Thomas, Kevin Waugh, Neil Smith. 158-162 [doi]
• Teaching transaction management with SQL examplesAlan Fekete. 163-167 [doi]
• Teaching data modeling: process and patternsPaul Wagner. 168-172 [doi]
• Infusing critical thinking skills into content of AI courseM. R. K. Krishna Rao. 173-177 [doi]
• Designing CIspace: pedagogy and usability in a learning environment for AISaleema Amershi, N. Arksey, Giuseppe Carenini, Cristina Conati, Alan K. Mackworth, Heather Maclaren, David Poole. 178-182 [doi]
• Analyzing relationships between closed labs and course activities in CS1Leen-Kiat Soh, Ashok Samal, Suzette Person, Gwen Nugent, Jeff Lang. 183-187 [doi]
• The linguistics of object-oriented design: implications for teachingChristian Holmboe. 188-192 [doi]
• Using simulation and collaboration in CS1 and CS2António José Mendes, Anabela Gomes, Micaela Esteves, Maria José Marcelino, Crescencio Bravo, Miguel A. Redondo. 193-197 [doi]
• Using Octave to introduce programming to technical science studentsNuno C. Marques, Francisco Azevedo, Carmen Morgado, Jorge F. Custódio. 198-202 [doi]
• New challenges in computer science educationJoão M. P. Cardoso. 203-207 [doi]
• Teaching networking hardwareMartin Casado, Gregory Watson, Nick McKeown. 208-212 [doi]
• Using a windows attack intRusion emulator (AWARE) to teach computer security awarenessDonald L. Tobin Jr., Michael S. Ware. 213-217 [doi]
• A constructivist framework for operating systems education: a pedagogic proposal using the SOsimLuiz Paulo Maia, Francis Berenger Machado, Ageu C. Pacheco Jr.. 218-222 [doi]
• The pedagogic opportunities of touch-screen votingMark Jones. 223-226 [doi]
• Teaching about the risks of electronic voting technologyChris Armen, Ralph Morelli. 227-231 [doi]
• Teaching ethics in a virtual classroomAnnegret Goold, Jo Coldwell. 232-236 [doi]
• eFuzion: development of a pervasive educational systemChad Peiper, David Warden, Ellick Chan, Boris Capitanu, Samuel N. Kamin. 237-240 [doi]
• Learning styles across the curriculumA. T. Chamillard, Ricky E. Sward. 241-245 [doi]
• You can lead a horse to water: how students really use pedagogical softwareLinda Stern, Selby Markham, Ria Hanewald. 246-250 [doi]
• Engaging students to work with self-assessment questions: a study of two approachesPeter Brusilovsky, Sergey A. Sosnovsky. 251-255 [doi]
• Principles of curriculum design and revision: a case study in implementing computing curricula CC2001M. R. K. Krishna Rao, S. Junaidu, Talal Maghrabi, Muhammad Shafique, M. Ahmed, Kanaan A. Faisal. 256-260 [doi]
• Classes as first class objects in an environment-passing interpreterTimothy V. Fossum. 261-265 [doi]
• Making compiler construction projects relevant to core curriculumsAkim Demaille. 266-270 [doi]
• A programming languages course for freshmenJ. Ángel Velázquez-Iturbide. 271-275 [doi]
• When do group projects widen the student experience gap?Lecia Jane Barker. 276-280 [doi]
• Student-built algorithm visualizations for assessment: flexible generation, feedback and gradingMarkus Krebs, Tobias Lauer, Thomas Ottmann, Stephan Trahasch. 281-285 [doi]
• Student communication challenges in distributed software engineering environmentsDenise M. Woit, K. J. Bell. 286-290 [doi]
• Team formation methods for increasing interaction during in-class group workKatherine Deibel. 291-295 [doi]
• Investigating pair-programming in a 2:::nd:::-year software development and design computer science courseEmilia Mendes, Lubna Basil Al-Fakhri, Andrew Luxton-Reilly. 296-300 [doi]
• Virtual square (::::V:::2:::::::) in computer science educationRenzo Davoli, Michael Goldweber. 301-305 [doi]
• NetPrIDE an integrated environment for developing and visualizing computer network protocolsPilu Crescenzi, Giorgio Gambosi, Gaia Innocenti. 306-310 [doi]
• Extreme programming promotes extreme learning?Chris W. Loftus, Mark Ratcliffe. 311-315 [doi]
• Student performance in CS1 with distributed pair programmingBrian Hanks. 316-320 [doi]
• Teaching programming collaborativelyRaymond Flood, Bob Lockhart. 321-324 [doi]
• A visual and interactive automata theory course emphasizing breadth of automataRakesh M. Verma. 325-329 [doi]
• A prolog toolkit for formal languages and automataMichel Wermelinger, Artur Miguel Dias. 330-334 [doi]
• Interactive manipulation of regular objects with FAdoNelma Moreira, Rogério Reis. 335-339 [doi]
• Virtual student teams: opportunities and challengesAnnegret Goold, Arnold Pears, Mary Z. Last, Chris Beaumont, Swee Cheng Chew. 340-341 [doi]
• Teaching polymorphism earlyJoseph Bergin, Eugene Wallingford, Michael E. Caspersen, Michael Goldweber, Michael Kölling. 342-343 [doi]
• Difficulties teaching Java in CS1 and how we aim to solve themGeorge R. S. Weir, Tamar Vilner, António José Mendes, Marie Nordström. 344-345 [doi]
• Students evaluating faculty: a subjective processJacobo Carrasquel. 346 [doi]
• Computing curricula overview projectJohn Impagliazzo. 347 [doi]
• Advanced programming in java workshop: teaching methodologyTamar Benaya, Ela Zur. 348 [doi]
• Using the BlueJ IDE in a data structures courseJames H. Paterson, John Haddow, Miriam Birch, Alex Monaghan. 349 [doi]
• Introducing object-oriented analysis and design in lower-level undergraduate courses: a pattern-based approachHaitham S. Hamza. 350 [doi]
• Learning repetition structures in programmingMaria José Marcelino. 351 [doi]
• Why are children left out of the CS rethinking process?Giovanni M. Bianco, Simonetta Tinazzi. 352 [doi]
• Weathering MindStorms with drizzle and DIODE in CS0J. C. Ernest, A. S. Bowser, S. Ghule, S. Sudireddy, J. P. Porter, D. A. Talbert, Martha J. Kosa. 353 [doi]
• Reverse engineering technique to enhance software engineering educationAhmad Ghafarian. 354 [doi]
• Knowledge sharing as an innovative educational practice: educating knowledge technologiesPeter Mikulecký. 355 [doi]
• Guidelines for a multiple-goal CS introductory course: algorithmic problem-solving woven into OOPOrna Muller, Bruria Haberman. 356 [doi]
• Distributed team performance in software developmentMartha L. Hause. 357 [doi]
• Computer game arena: a showcase for computer game projectsEdmond C. Prakash. 358 [doi]
• Teaching XML in a web development contextJames H. Paterson, Frances McCormick, Gerry Creechan. 359 [doi]
• Teaching to analyze solutions using FGAIlana Bass, Dvir Lanzberg. 360 [doi]
• Curricular projects of the ACM two-year college education committeeRobert D. Campbell, Elizabeth K. Hawthorne, Karl J. Klee. 361 [doi]
• Reductive thinking in undergraduate CS coursesMichal Armoni, Judith Gal-Ezer. 362 [doi]
• Application of topic maps in e-learning environmentKamila Olsevicova. 363 [doi]
• Computer science, academia, and industry educational projectCecile Yehezkel, Bruria Haberman. 364 [doi]
• Two possible approaches for an intermediate GUI courseRui Pais, João Paulo Barros. 365 [doi]
• Computing history: interesting timesDavid Hemmendinger. 366 [doi]
• Extending undergraduate CS programs with informatics: emphasizing software and system design in contextDavid G. Kay, André van der Hoek, Debra J. Richardson. 367 [doi]
• The difficult art of pruning in favour of creative thinkingRiccardo Massarelli. 368 [doi]
• Challenges in teaching the pumping lemma in automata theory courseJudith Gal-Ezer, Mark B. Trakhtenbrot. 369 [doi]
• Design, development, and validation of a learning object for CS1Gwen Nugent, Leen-Kiat Soh, Ashok Samal, Suzette Person, Jeff Lang. 370 [doi]
• ExploreCSEd: exploring skills and difficulties in programming educationIoanna Stamouli, Marjahan Begum, Rebecca Mancy. 371 [doi]
• Knowledge-based support of newcomers integration into an organizationVladimír Bures, Daniela Ponce. 372 [doi]
• Moving from mailing lists to web-based discussion forumsArtur Miguel Dias. 373 [doi]
• Introducing recursion by using multimediaTammy Rosenthal. 374 [doi]
• Toward integrating computing concepts into the K-12 curriculumCynthia S. Hood, Dennis J. Hood. 375 [doi]
• Implicit functions lab: a collaboratory for computer graphicsEdmond C. Prakash. 376 [doi]
• Bridging media breaks in presence presentationsGeorg Turban, Guido Rößling, Christoph Trompler. 377 [doi]
• What attracts women to CS?Vicki L. Almstrum, Mary Z. Last. 378 [doi]
• Use a little historyJohn Impagliazzo. 379 [doi]
• Using hands-on activities for motivating students with OOP concepts before they are asked to implement themStelios Xinogalos, Maya Satratzemi. 380 [doi]
• Complex analysis in computer graphics courseVladimir Nodelman, Bruria Haberman. 381 [doi]
• Development of object-understanding among students in the humanitiesMorten Lindholm. 382 [doi]
• The environment for learning to programNghi Truong. 383 [doi]
• The hands-on activities of the programming microworld objectKarelStelios Xinogalos, Maya Satratzemi. 384 [doi]
• SOTA: a visualization tool for symbol tablesMicael Gallego-Carrillo, Francisco Gortázar-Bellas, Jaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide. 385 [doi]
• Reusable collections of web-based program animationsJaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide. 386 [doi]
• Online tutors for C++/Java programmingAmruth N. Kumar. 387 [doi]
• Using a PC simulator to illustrate input-output programming techniquesPedro D. Medeiros, Vítor Duarte, Maria Cecilia Gomes, Rui F. Marques. 388 [doi]
• Academic jeopardyJoseph Bergin. 389 [doi]
• Use of flash movies for teaching GUI programmingRui Pais, João Paulo Barros. 390 [doi]
• Learning technical concepts with collaboration and communication skillsMary J. Granger. 391 [doi]
• Learning UNIX in first year of computer engineeringMaría Aránzazu Simón Hurtado, Carlos Vivaracho-Pascual. 392 [doi]
• Iterative implementation of DFSIlana Bass, Dvir Lanzberg. 393 [doi]
• Managing the complexity in first year programmingRobert A. Hovis. 394 [doi]
• Projects in the programming languages courseAmruth N. Kumar. 395 [doi]
• TS-05: 150 lines of java with high architectural complexityHenrik Bærbak Christensen. 396 [doi]
• Hacking as a form of self-improvement Eric Clark. 397 [doi]
• A personalized visualization tool for geo-referenced informationSérgio Freitas, Maria Beatriz Carmo, Ana Paula Afonso. 398 [doi]
• MIG21 API: multimedia interactive groups APICarmen Morgado, Luís Soares. 399 [doi]
• BRaiN research networkRicardo Pisa, Vasco Ferreira, Elisabete Jesus, Bruno Carlos. 400 [doi]
• Ethical engagement with data collection efforts related to fighting terrorists and terrorism in the context of recent eventsWilliam Pohlhaus. 401 [doi]
• A platform for the generation of virtual environments inhabited by intelligent virtual humansMiguel Silvestre, Maria Pinto-Albuquerque, Maria Beatriz Carmo, Ana Paula Cláudio, João Duarte Cunha, H. Coelho. 402 [doi]
• Taking the bus in the information highway systemDuarte Alvim. 403 [doi]
• The MulE game engine extending online role-playing gamesMiguel Boavida, João Paulo Santos, Pedro A. Amado Assunção, Luis Soares, João Luz, Ricardo Viegas. 404 [doi]
• MindMapXLeon Davis. 405 [doi]
• Traditional and more exotic .NET languages: VB .NET, J#, C# and SML .NETViktor Geller, Christelle Scharff. 406 [doi]
• ::::SoundSpaces::::: behavior based control system for multimedia systemsRaquel Gomes, Ricardo Seabra, João Ventura, Nuno Guedes. 407 [doi]
• User interface considerations for older usersJohn Gould, Matthew Schaefer. 408 [doi]
• Evolution lab: the flexible user friendly robot research toolThomas Larkworthy. 409 [doi]
• [4]citeRichard Lawrence. 410 [doi]
• Understanding disciplinary differences: an insight into selecting effective e-learning approachesIlaria Liccardi, Su White. 411 [doi]
• Why use an open source e-voting system?Joana Matos Penha-Lopes. 412 [doi]
• Reusable learning objects: theory to practiceAntonio Vinha. 413 [doi]
• Integrating views on ethical behavior for computer professionals in an interdisciplinary environmentDavid C. Walls. 414 [doi]
• Teaching an introductory course in data miningRichard J. Roiger. 415 [doi]
• Test-first pair-programming tutorialJoseph Bergin, Eugene Wallingford. 416 [doi]
• Constructing database applications for PDA using the .NET frameworkMario Guimaraes. 417 [doi]
• LEGO robots and AIAmruth N. Kumar. 418 [doi]