Abstract is missing.
- Beyond the ballot box: computer science education and social responsibilityEden Miller Medina. 7-10 [doi]
- Draw a computer scientistC. Dianne Martin. 11-12 [doi]
- Survey calculationsMichael R. Williams. 12-13 [doi]
- Students becoming political and "incorrect" through agile methodsTony Clear. 13-15 [doi]
- Information systems and the overview report for computing curricula 2004John T. Gorgone. 15-16 [doi]
- A clandestine religious meetingRaymond Lister. 16-17 [doi]
- Outgoing linksRenée McCauley. 17-18 [doi]
- Academic honesty in the classroomHenry M. Walker. 18-19 [doi]
- IT security and data assurance: a new resource for two-year collegesRobert D. Campbell. 20 [doi]
- Banner year for UPEJeffrey Popyack. 21-22 [doi]
- Penny pilesPeter B. Henderson. 22-24 [doi]
- HelipadDavid Ginat. 25-26 [doi]
- NiftinessNick Parlante. 26-27 [doi]
- Controversy on how to teach CS 1: a discussion on the SIGCSE-members mailing listKim B. Bruce. 29-34 [doi]
- Teaching networking congestion controlO. Yu. Bogoyavlenskaya. 35-41 [doi]
- Developing a professional doctorate in computing: a fifth-year assessmentSusan M. Merritt, Allen Stix, Judith E. Sullivan, Fred Grossman, Charles C. Tappert, David A. Sachs. 42-46 [doi]
- The practicum in computer science education: bridging gaps between theoretical knowledge and actual performanceOrit Hazzan, Tami Lapidot. 47-51 [doi]
- Reading types in C using the right left walk methodJim Canning, William Moloney, Ali Rafieymehr, Demetrio Rey. 52-54 [doi]
- ICE™ and ICE/T™: tools to assist in compiler design and implementationTruman Parks Boyer, Mohsen Chitsaz. 55-57 [doi]
- SQL-based discovery of exact and approximate functional dependenciesVictor Matos, Becky Grasser. 58-63 [doi]
- Bioinformatics and computing curricula 2001: why computer science is well positioned in a post-genomic worldMark D. LeBlanc, Betsey D. Dyer. 64-68 [doi]
- Experimentation in the computer programming labGary N. Walker. 69-72 [doi]
- Challenges and the elements of success in undergraduate researchElaine Wenderholm. 73-75 [doi]
- Searching the web to develop inquiry and collaborative skillsDenis Hamelin. 76-79 [doi]
- A problem-based approach to teaching design patternsMel Ó Cinnéide, Richard Tynan. 80-82 [doi]
- An alternative problem for backtracking and boundingTimothy J. Rolfe, Paul W. Purdom. 83-84 [doi]
- Cryptanalysis of some encryption/cipher schemes using related key attack85-87 [doi]
- It is time to emphasize arraylists over arrays in Java-based first programming coursesNorman Jacobson, Alex Thornton. 88-92 [doi]
- A first course in genetic programmingNelishia Pillay. 93-96 [doi]
- Conceptualizing data structures: a pedagogic approachAchuthsankar S. Nair, T. Mahalakshmi. 97-100 [doi]
- Interacting factors that predict success and failure in a CS1 courseNathan Rountree, Janet Rountree, Anthony V. Robins, Robert Hannah. 101-104 [doi]
- Teaching by analogy: the switch statementJohn Mason. 105-107 [doi]
- Towards a more effective way of teaching a cybersecurity basics courseRose Shumba. 108-111 [doi]
- A multi-national study of reading and tracing skills in novice programmersRaymond Lister, Elizabeth S. Adams, Sue Fitzgerald, William Fone, John Hamer, Morten Lindholm, Robert McCartney, Jan Erik Moström, Kate Sanders, Otto Seppälä, Beth Simon, Lynda Thomas. 119-150 [doi]