Table of Contents

• Serious fun in computer sciencePaul Curzon. 1 [doi]
• Where have all the computer scientists gone?Chris van der Kuyl. 2 [doi]
• Inclusive thinking in computer science educationVicki L. Hanson. 3 [doi]
• Pilot summer camps in computing for middle school girls: from organization through assessmentPeggy Israel Doerschuk, Jiangjiang Liu, Judith Mann. 4-8 [doi]
• Broadening participation in computing: issues and challengesJoan Peckham, Lisa L. Harlow, David A. Stuart, Barbara Silver, Helen Mederer, Peter D. Stephenson. 9-13 [doi]
• Second annual robotics summer camp for underrepresented studentsKelly R. Cannon, Katherine A. Panciera, Nikolaos P. Papanikolopoulos. 14-18 [doi]
• Introducing network programming into a CS1 courseMichael H. Goldwasser, David Letscher. 19-22 [doi]
• Breadth-first CS 1 for scientistsZachary Dodds, Christine Alvarado, Geoff Kuenning, Ran Libeskind-Hadas. 23-27 [doi]
• Towards a curriculum for electronic textiles in the high school classroomLeah Buechley, Michael Eisenberg, Nwanua Elumeze. 28-32 [doi]
• A TDD approach to introducing students to embedded programmingJames Miller, Michael R. Smith. 33-37 [doi]
• Teaching operating systems with rubyRobert J. Sheehan. 38-42 [doi]
• Checking automatically the output of concurrent threadsRainer Oechsle, Kay Barzen. 43-47 [doi]
• ProofChecker: an accessible environment for automata theory correctness proofsMatthias F. Stallmann, Suzanne Balik, Robert D. Rodman, Sina Bahram, Michael C. Grace, Susan D. High. 48-52 [doi]
• Learning by game-building: a novel approach to theoretical computer science educationLaura Korte, Stuart Anderson, Helen Pain, Judith Good. 53-57 [doi]
• Increasing interaction and support in the formal languages and automata theory courseSusan H. Rodger, Jinghui Lim, Stephen Reading. 58-62 [doi]
• Interface-based programming assignments and automatic grading of java programsMichael T. Helmick. 63-67 [doi]
• Computer assisted assessment of diagramsPete G. Thomas, Neil Smith, Kevin G. Waugh. 68-72 [doi]
• A source code linearization technique for detecting plagiarized programsJeong-Hoon Ji, Gyun Woo, Hwan-Gue Cho. 73-77 [doi]
• Remote and local delivery of cisco education for the vision-impairedHelen Armstrong, Iain Murray. 78-81 [doi]
• Using screen readers to reinforce web accessibility educationAndré Pimenta Freire, Renata Pontin de Mattos Fortes, Débora Maria Barroso Paiva, Marcelo Augusto Santos Turine. 82-86 [doi]
• Teaching data structures to students who are blindMatt Calder, Robert F. Cohen, Jessica A. Lanzoni, Neal Landry, Joelle Skaff. 87-90 [doi]
• VERKKOKE: learning routing and network programming onlineAnton Alstes, Janne Lindqvist. 91-95 [doi]
• Using disruptive technology for explorative learningIain Oliver, Kristoffer Getchell, Alan Miller, Colin Allison. 96-100 [doi]
• Visualizing berkeley socket calls in students programsChristian Brown, Chris McDonald. 101-105 [doi]
• You ::::can:::: take it with you: profile transportabilityBlaise W. Liffick, Gary M. Zoppetti. 106-110 [doi]
• A virtual logo keyboard for people with motor disabilitiesStéphane Norte, Fernando Graça Lobo. 111-115 [doi]
• Inclusive computer science education using a ready-made computer game frameworkJoseph Distasio, Thomas P. Way. 116-120 [doi]
• Game2Learn: building CS1 learning games for retentionTiffany Barnes, Heather Richter, Eve Powell, Amanda Chaffin, Alex Godwin. 121-125 [doi]
• Innovating: the importance of right brain skills for computer science graduatesAlan L. Tharp. 126-130 [doi]
• A framework for describing and comparing courses and curriculaMichela Pedroni, Manuel Oriol, Bertrand Meyer. 131-135 [doi]
• Case-based instruction on the web for teaching software project managementPantelis M. Papadopoulos, Stavros N. Demetriadis, Ioannis Stamelos. 136-140 [doi]
• Independent, synchronous and asynchronous an analysis of approaches to online concept formationMatt Bower. 141-145 [doi]
• Integrated online courseware for computer science coursesMichael T. Helmick. 146-150 [doi]
• Pattern-oriented instruction and its influence on problem decomposition and solution constructionOrna Muller, David Ginat, Bruria Haberman. 151-155 [doi]
• Successful students strategies for getting unstuckRobert McCartney, Anna Eckerdal, Jan Erik Moström, Kate Sanders, Carol Zander. 156-160 [doi]
• Hasty design, futile patching and the elaboration of rigorDavid Ginat. 161-165 [doi]
• Checklists for grading object-oriented CS1 programs: concepts and misconceptionsKate Sanders, Lynda Thomas. 166-170 [doi]
• Fundamental concepts of CS1: procedural vs. object oriented paradigm - a case studyTamar Vilner, Ela Zur, Judith Gal-Ezer. 171-175 [doi]
• Introducing students to professional software construction: a software construction and maintenance course and its maintenance corpusGuy Tremblay, Bruno Malenfant, Aziz Salah, Pablo Zentilli. 176-180 [doi]
• A classroom outsourcing experience for software engineering learningWilliam L. Honig, Tejasvini Prasad. 181-185 [doi]
• A bioinformatics track with outreach componentsMingrui Zhang, Chi-Cheng Lin, Gayle Olsen, Barbara Beck. 186-190 [doi]
• Challenges with respect to the e-readiness of secondary school teachers in Kwazulu-Natal, South AfricaDesmond Wesley Govender, Manoj Maharaj. 191-195 [doi]
• Enthusing and informing potential computer science students and their teachersQuintin I. Cutts, Margaret I. Brown, Lynsey Kemp, Calum Matheson. 196-200 [doi]
• Learning styles and personality types of computer science students at a South African universityVashti C. Galpin, Ian Douglas Sanders, Pei-yu Chen. 201-205 [doi]
• Mental models and programming aptitudeMichael E. Caspersen, Kasper Dalgaard Larsen, Jens Bennedsen. 206-210 [doi]
• Collaboration and the importance for novices in learning java computer programmingCarole A. Bagley, C. Candace Chou. 211-215 [doi]
• Teaching a women in computer science courseMary Anne L. Egan. 216-220 [doi]
• Seven factors that influence ICT student achievementCatherine Lang, Judy McKay, Sue Lewis. 221-225 [doi]
• Teacher responses to student gender differencesM. M. Voyles, Susan M. Haller, Timothy V. Fossum. 226-230 [doi]
• Spatial skills and navigation of source codeSue Jane Jones, Gary E. Burnett. 231-235 [doi]
• Factors in novice programmers poor tracing skillsVesa Vainio, Jorma Sajaniemi. 236-240 [doi]
• Problem solving and student performance in data structures and algorithmsDonald D. Chinn, Catherine Spencer, Kristofer Martin. 241-245 [doi]
• We work so hard and they don t use it: acceptance of software tools by teachersRonit Ben-Bassat Levy, Mordechai Ben-Ari. 246-250 [doi]
• Analyzing engagement taxonomy in collaborative algorithm visualizationNiko Myller, Mikko Laakso, Ari Korhonen. 251-255 [doi]
• Targeting program visualizationsEssi Lahtinen, Hannu-Matti Järvinen, Suvi Melakoski-Vistbacka. 256-260 [doi]
• Inclusion of deaf students in computer science classes using real-time speech transcriptionRichard Kheir, Thomas Way. 261-265 [doi]
• Studying our inclusive practices: course experiences of students with disabilitiesKatherine Deibel. 266-270 [doi]
• E-learning content adaptation for deaf studentsF. Javier Bueno, José Raúl Fernández del Castillo, Soledad Garcia, Reca Borrego. 271-275 [doi]
• Lecture video capture for the massesSurendar Chandra. 276-280 [doi]
• An integrated system for interaction support in lecturesHenning Bär, Gina Häussge, Guido Rößling. 281-285 [doi]
• Scribbles: an exploratory study of sketch based support for early collaborative object oriented designChristopher James Martin. 286-290 [doi]
• IDEA: a framework for the fast creation of interactive animations by pen sketchingRobert Adelmann, Tobias Bischoff, Tobias Lauer. 291-295 [doi]
• Fully integrating algorithm visualization into a cs2 course.: a two-year experiencePilu Crescenzi, Carlo Nocentini. 296-300 [doi]
• Data structure visualization with latex and prefuseAli S. Erkan, T. J. VanSlyke, Timothy M. Scaffidi. 301-305 [doi]
• Yahoo University hackdayMurray Rowan, Tim Hawkins, Andy Cobley. 306 [doi]
• How should inclusivity influence teaching of ict design?David Sloan, Barbara Nelson, Martin Sloan. 307-308 [doi]
• Curricular resources from the acm two-year college education committeeElizabeth K. Hawthorne, Robert D. Campbell, Karl J. Klee. 309 [doi]
• A computer graphics curriculum to meet the european bologna requirementsSteve Cunningham. 310 [doi]
• Teaching AJAX in web-centric coursesChrisina Draganova, Vassil Vassilev. 311 [doi]
• Are pictures worth 1000 words? the use of affective imagery surveys to capture student perceptions of the computing disciplineTracy L. Lewis. 312 [doi]
• Extending a marking tool with simple support for testingGuy Tremblay, Louise Laforest, Aziz Salah. 313 [doi]
• Experiences with CC2001 at a small collegeJohn F. Dooley. 314 [doi]
• MaBL: a tool for mapping pseudocode to multiple implementation languagesAdrian Albin-Clark. 315 [doi]
• Teaching operating systems with Windows: experiences and contributionsSeung-won Hwang. 316 [doi]
• Students mental models of recursion at witsIan Douglas Sanders, Vashti C. Galpin. 317 [doi]
• The Israeli summer seminars for CS leading teachersTami Lapidot, Dan Aharoni. 318 [doi]
• A visual learning engine for interactive generation ofinstructional materialsT. Cassen, K. R. Subramanian, Jeffrey Alexander, Drew Linderman, A. Nasipuri. 319 [doi]
• Stimulating minority student retention with BalloonSAT projectsShermane A. Austin, Leon P. Johnson, John M. Flowers. 320 [doi]
• Accessible interface for multimedia presentation in inclusive educationLourdes Moreno, Paloma Martínez, Belén Ruíz-Mezcua, Ana Iglesias. 321 [doi]
• Ideas for projects in undergraduate information assurance and security coursesAhmad Ghafarian. 322 [doi]
• Understanding threads in an advanced java courseTamar Benaya, Ela Zur. 323 [doi]
• An investigation into the automated assessment of the design-code interfaceAlan Hayes, Pete G. Thomas, Neil Smith, Kevin G. Waugh. 324 [doi]
• Complexity of ambient intelligence in managerial workVladimír Burea, Pavel Cech. 325 [doi]
• Understanding students performance in programming assessment questionsIrene Govender. 326 [doi]
• Supporting the growth of CS leading teachersTami Lapidot. 327 [doi]
• The computing educators oral history project: planning for the futureBarbara Boucher Owens, Vicki L. Almstrum, Lecia Jane Barker. 328 [doi]
• How will future learning work in the third dimension?Martin Leidl, Guido Rößling. 329 [doi]
• Do students know best?: experiences of allowing students to become course designersH. Whaley, S. Grice. 330 [doi]
• Transforming a high school student project in computer science into a significant scientific achievementBarak Raveh, Bruria Haberman, Cecile Yehezkel. 331 [doi]
• Highly interactive online study skills course: unstuck Maths Halstensen, Frode Haug. 332 [doi]
• What impacts course evaluation?Erik Larsson, Mehdi Amirijoo, Daniel Karlsson, Petru Eles. 333 [doi]
• An account of the use of synoptic assessment for students in the area of databases at level 2Andrea Gorra, Sanela Lazarevski, Jackie Campbell. 334 [doi]
• Assisting lecturers to adapt e-learning content for deaf studentsF. Javier Bueno, M. Goretti Alonso, José Raúl Fernández del Castillo. 335 [doi]
• But i don t read text printed in braille font ...: parables from a business and information technology studentAnne Dickinson. 336 [doi]
• New interactive tools for graph algorithms active learningM. Gloria Sánchez-Torrubia, Carmen Torres-Blanc, Juan Castellanos. 337 [doi]
• Order of explanation should be interface: abstract classes - overridingRudolf Pecinovský, Jarmila Pavlícková. 338 [doi]
• Touching the void ...: narrowing the crevasse between the tactile diagrams that tutors request and those that work in realityAnne Dickinson. 339 [doi]
• CS2 for an IS curriculumLee D. Cornell. 340 [doi]
• Learning strategies sessions within the classroom in computing science university coursesDiana Cukierman, Donna McGee Thompson. 341 [doi]
• Engaging student programmers as inclusive designersShaun K. Kane. 342 [doi]
• Solving recurring student problems with recurrencesJonathan Byrd, Monty Carter, David Cook, Philip Kirkham, Martha J. Kosa. 343 [doi]
• Using an outcome-based approach to assess computing programsJohn Impagliazzo. 344 [doi]
• Teaching java with BlueJ: a two-year experienceStelios Xinogalos, Maya Satratzemi, Vassilios Dagdilelis. 345 [doi]
• Summer schools on the amateur radio computingMiroslav Skoric. 346 [doi]
• A study of phylogenetic tools for genomic nomenclature data cleaningJonathan D. Marra, Katherine G. Herbert, Jason T. L. Wang. 347 [doi]
• Prediction of modulators of pyruvate kinase in smiles text using aprori methodsJason S. Caronna, Rojita Sharma, Jonathan D. Marra, Virginia L. Iuorno, Katherine G. Herbert, Jeffrey H. Toney. 348 [doi]
• Women in computing: how does experience influence self-perception of computing careers?Reena Pau, Wendy Hall, Su White. 349 [doi]
• Automation of PE recruiting processEric Omwega, Jonathan Tsu, Monica Ugwi, Christine Wang. 350 [doi]
• Development of an online campus mapEric Omwega, Jonathan Tsu, Monica Ugwi, Christine Wang. 351 [doi]
• eduComponents: a component-based e-learning environmentMario Amelung, Michael Piotrowski, Dietmar Rösner. 352 [doi]
• Linuxgym: software to automate formative assessment of unix command-line and scripting skillsAndrew Solomon. 353 [doi]
• Accessibility toolsGuy Barker, Jane Prey. 354 [doi]
• Network educationware demonstrationJ. Mark Pullen. 355 [doi]
• Introducing propositional logic and queueing theory with the infotraffic interactive learning environmentsRuedi Arnold. 356 [doi]
• Easy, fast, and flexible algorithm animation generationGuido Rößling, Simon Kulessa, Silke Schneider. 357 [doi]
• Is the shortcut the quickest way to go?: translating instructions for keyboard navigation and other storiesAnne Dickinson. 358 [doi]
• Exploring recursion with fibonacci numbersManuel Rubio-Sánchez, Isidoro Hernán-Losada. 359 [doi]
• Practical tips for engaging students in team formation for multi-discipline computing projectsJakki Sheridan-Ross. 360 [doi]
• Exercises as a tool for sharing pedagogical knowledgeHerman Koppelman. 361 [doi]
• From classes to code: supporting the transition from design to implementationJames H. Paterson, John Haddow. 362 [doi]
• Teaching concurrency and nondeterminism with spinMordechai Ben-Ari. 363-364 [doi]
• Teaching object-oriented programming in pythonMichael H. Goldwasser, David Letscher. 365-366 [doi]