Table of Contents

• A bouquet of measures to promote computer science in middle & high schoolsUlrik Schroeder. 1 [doi]
• Technology for teaching the rest of usMark Guzdial. 2 [doi]
• Security injections: modules to help students remember, understand, and apply secure coding techniquesBlair Taylor, Siddharth Kaza. 3-7 [doi]
• The design and coding of greedy algorithms revisitedJ. Ángel Velázquez-Iturbide. 8-12 [doi]
• Measuring static quality of student codeDennis M. Breuker, Jan Derriks, Jacob Brunekreef. 13-17 [doi]
• Awakening Rip Van Winkle: modernizing the computer science web curriculumRandy W. Connolly. 18-22 [doi]
• Experiences in implementing a studio component into a course for novice web developersRebecca Grasser. 23-27 [doi]
• A tool to support the web accessibility evaluation process for novicesElaine Pearson, Christopher Bailey, Steve Green. 28-32 [doi]
• Relationship between text and action conceptions of programming: a phenomenographic and quantitative perspectiveAnna Eckerdal, Mikko-Jussi Laakso, Mike Lopez, Amitrajit Sarkar. 33-37 [doi]
• Automated checks on UML diagramsMichael Striewe, Michael Goedicke. 38-42 [doi]
• AGUIA/J: a tool for interactive experimentation of objectsAndré L. Santos. 43-47 [doi]
• Intelligent systems development in a non engineering curriculumEmily A. Brand, William L. Honig, Matthew Wojtowicz. 48-52 [doi]
• Design of innovative integrated circuits in educationAndré Schäfer, Matthias Mielke, Rainer Brück. 53-56 [doi]
• Preparing students for future architectures with an exploration of multi- and many-core performanceDaniel J. Ernst. 57-62 [doi]
• A study in engaging female students in computer science using role modelsJonathan Back, Paul Curzon, Chrystie Myketiak, Peter W. McOwan. 63-67 [doi]
• Kinesthetic learning of computing via off-beat activitiesUrsula Wolz, Michael Milazzo, Meredith Stone. 68-72 [doi]
• A technology-assisted scavenger hunt for introducing K-12 students to sensor networksSally K. Wahba, Yvon Feaster, Jason O. Hallstrom. 73-77 [doi]
• Does lecture capture make a difference for students in traditional classroomsAmber Settle, Lucia Dettori, Mary Jo Davidson. 78-82 [doi]
• Impact of an e-learning platform on CSE lecturesGuillaume Jourjon, Salil S. Kanhere, Jun Yao. 83-87 [doi]
• Evaluating how students would use a collaborative linked learning spaceKai Michael Höver, Michael Hartle, Guido Rößling, Max Mühlhäuser. 88-92 [doi]
• Efficient and playful tools to teach Unix to new studentsMatthieu Moy. 93-97 [doi]
• Creativity room 5555: evoking creativity in game design amongst CS studentsTimo Göttel, Jonas Schild. 98-102 [doi]
• Discovering logic through comicsIliano Cervesato. 103-107 [doi]
• Integrating google technology in artificial intelligenceElena Sánchez-Nielsen, Stefan Klink. 108-112 [doi]
• Interactive tools in the graphics classroomDino Schweitzer, Jeff Boleng, Lauren Scharff. 113-117 [doi]
• Using the SCORE software package to analyse novice computer graphics programmingMaximilian Rudolf Albrecht Wittmann, Matthew Bower, Manolya Kavakli-Thorne. 118-122 [doi]
• Evaluating a web-based information system for managing master of science summer projectsTill Rebenich, Andrew M. Gravell, Thanassis Tiropanis. 123-127 [doi]
• A study of video-based versus text-based labs for a management information systems courseEric Breimer, Michelle Conway, Jami Cotler, Robert Yoder. 128-132 [doi]
• Effects of team-based learning on a CS1 coursePatricia Lasserre, Carolyn Szostak. 133-137 [doi]
• Experience report: a multi-classroom report on the value of peer instructionLeo Porter, Cynthia Bailey Lee, Beth Simon, Quintin I. Cutts, Daniel Zingaro. 138-142 [doi]
• CoMoTo: the collaboration modeling toolkitCharlie Meyer, Cinda Heeren, Eric Shaffer, Jon Tedesco. 143-147 [doi]
• A marking language for the oto assignment marking toolGuy Tremblay, Paul Lessard. 148-152 [doi]
• Supporting student-generated free-response questionsAndrew Luxton-Reilly, Paul Denny, Beryl Plimmer, Daniel J. Bertinshaw. 153-157 [doi]
• Automated assessment of short free-text responses in computer science using latent semantic analysisRichard Klein, Angelo Kyrilov, Mayya Tokman. 158-162 [doi]
• WeScheme: the browser is your programming environmentDanny Yoo, Emmanuel Schanzer, Shriram Krishnamurthi, Kathi Fisler. 163-167 [doi]
• Habits of programming in scratchOrni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari. 168-172 [doi]
• From concrete to abstract?: problem domain in the learning of introductory programmingOsvaldo Luiz Oliveira, Ana María Monteiro, Norton Trevisan Roman. 173-177 [doi]
• Draw a social networkSarah Carruthers, Todd Milford, Timothy Pelton, Ulrike Stege. 178-182 [doi]
• CS education re-kindles creativity in public schoolsVicki E. Bennett, Kyu Han Koh, Alexander Repenning. 183-187 [doi]
• A pre-college professional development programStephen Cooper, Wanda Dann, Dan Lewis, Pamela B. Lawhead, Susan H. Rodger, Madeleine Schep, RoxAnn H. Stalvey. 188-192 [doi]
• GUIGraph: editing live object diagrams for GUI generation enables new pedagogy in CS1/2Duane Buck. 193-197 [doi]
• Toward replicating handmade algorithm visualization behaviors in a digital environment: a pre-studyMing-Han Lee, Guido Rößling. 198-202 [doi]
• Improving compilers education through symbol tables animationsJaime Urquiza-Fuentes, Francisco Manso, J. Ángel Velázquez-Iturbide, Manuel Rubio-Sánchez. 203-207 [doi]
• Understanding the syntax barrier for novicesPaul Denny, Andrew Luxton-Reilly, Ewan D. Tempero, Jacob Hendrickx. 208-212 [doi]
• Understanding novice programmer difficulties via guided learningShuhaida Mohamed Shuhidan, Margaret Hamilton, Daryl J. D Souza. 213-217 [doi]
• Continual and explicit comparison to promote proactive facilitation during second computer language learningMatt Bower, Annabelle McIver. 218-222 [doi]
• Computational thinking: what it might mean and what we might do about itChenglie Hu. 223-227 [doi]
• Beyond good and evil impacts: rethinking the social issues components in our computing curriculaRandy W. Connolly. 228-232 [doi]
• Computing student practices of cheating and plagiarism: a decade of changeJudy Sheard, Martin Dick. 233-237 [doi]
• Computer science and nursery rhymes : a learning path for the middle schoolDoranna Di Vano, Claudio Mirolo. 238-242 [doi]
• Experimental evaluation of BeadLoom game: how adding game elements to an educational tool improves motivation and learningAcey Kreisler Boyce, Antoine Campbell, Shaun Pickford, Dustin Culler, Tiffany Barnes. 243-247 [doi]
• Teaching CS unplugged in the high school (with limited success)Yvon Feaster, Luke Segars, Sally K. Wahba, Jason O. Hallstrom. 248-252 [doi]
• A scheme for improving ICT units with critically low student satisfactionAngela Carbone, Jessica Wong, Jason Ceddia. 253-257 [doi]
• Combining multiple pedagogies to boost learning and enthusiasmLori L. Pollock, Terry Harvey. 258-262 [doi]
• A cooperative learning-based strategy for teaching relational algebraAlexandra Martinez, Arturo Camacho. 263-267 [doi]
• Open source contribution as an effective software engineering class projectRobert M. Marmorstein. 268-272 [doi]
• Extreme apprenticeship method: key practices and upward scalabilityArto Vihavainen, Matti Paksula, Matti Luukkainen, Jaakko Kurhila. 273-277 [doi]
• The academic enhancement program in introductory CS: a workshop framework description and evaluationRylan Egan, Diana Cukierman, Donna McGee Thompson. 278-282 [doi]
• Getting CS undergraduates to communicate effectivelyAndreas Karatsolis, Iliano Cervesato, Khaled A. Harras, Yonina Cooper, Kemal Oflazer, Nael B. Abu-Ghazaleh, Thierry Sans. 283-287 [doi]
• Undergraduate research: a case studyHerman Koppelman, Betsy van Dijk, Gerrit van Der Hoeven. 288-292 [doi]
• Bringing undergraduate students closer to a real-world information retrieval setting: methodology and resourcesJulián Urbano, Mónica Marrero, Diego Martín, Jorge Morato. 293-297 [doi]
• AnimalSense: combining automated exercise evaluations with algorithm animationsGuido Rößling, Mihail Mihaylov, Jerome Saltmarsh. 298-302 [doi]
• Using run time traces in automated programming tutoringMichael Striewe, Michael Goedicke. 303-307 [doi]
• A proposal for automatic evaluation in a compiler construction courseEmilio Julio Lorenzo, Javier Vélez, Anselmo Peñas. 308-312 [doi]
• Evaluation framework underpinning the digital divas programmeAnnemieke Craig, Julie Fisher, Helen Forgasz, Catherine Lang. 313-317 [doi]
• The impact of IMPACT: assessing students perceptions after a day of computer explorationMary Anne L. Egan, Timoth Lederman. 318-322 [doi]
• Female students experiences of programming: it s not all bad!Reena Pau, Wendy Hall, Marcus Grace, John Woollard. 323-327 [doi]
• A medical motif for teaching computer graphics in contextJames Wolfer. 328 [doi]
• Courseware: student learning via FOSS field tripsHeidi J. C. Ellis, Gregory W. Hislop. 329 [doi]
• Infandango: automated grading for student programmingMichael J. Hull, Daniel Powell, Ewan Klein. 330 [doi]
• Scheduling and student performanceClifford A. Shaffer, Stephen H. Edwards. 331 [doi]
• Try a little historyJohn Impagliazzo. 332 [doi]
• Best practices in teaching mobile application developmentQusay H. Mahmoud. 333 [doi]
• A mobile web-based approach to introductory programmingQusay H. Mahmoud. 334 [doi]
• Two kinesthetic learning activities: turing machines and basic computer organizationMichael Goldweber. 335 [doi]
• Teaching computer architecture with a graphical PC simulatorMichael David Black, Manoj Franklin. 337 [doi]
• A Java implementation of the myro API for using personal robots in CS1Douglas E. Harms. 338 [doi]
• Changes to JFLAP to increase its use in coursesSusan H. Rodger, Henry Qin, Jonathan Su. 339 [doi]
• Merlin-Mo, an interactions analysis system for MoodleRaquel Hijón-Neira, J. Ángel Velázquez-Iturbide. 340 [doi]
• UWA Java tools: harnessing software metrics to support novice programmersRachel Cardell-Oliver, Patrick Doran Wu. 341 [doi]
• Using greenfoot in teaching inheritance in CS1Tamar Vilner, Ela Zur, Shay Tavor. 342 [doi]
• Animation projects in CS1 from scheme to JavaMirela Djordjevic. 343 [doi]
• Outreach programs to promote computer science and ict to high school and middle school studentsCatherine Lang, Annemieke Craig, Jane Prey, Mary Anne L. Egan, Reyyan Ayfer. 344-345 [doi]
• Using video games to teach securityMário Guimarães, Huwida E. Said, Richard Austin. 346 [doi]
• A system for usable unification of interfaces of learning objects in m-learningEva García, Luis de Marcos, Antonio García-Cabot, José Ramón Hilera. 347 [doi]
• Best practices for peer feedback in interdisciplinary research groupsSebastian Harrach. 348 [doi]
• Programming in secondary education: benefits and perspectivesMichail N. Giannakos, Spyros Doukakis, Panayiotis Vlamos, Christos Koilias. 349 [doi]
• Integrating greenfoot into CS1: a case studyTamar Vilner, Ela Zur, Shay Tavor. 350 [doi]
• GLMP for automatic assessment of DFS algorithm learningM. Gloria Sánchez-Torrubia, Carmen Torres-Blanc, Gracián Triviño. 351 [doi]
• An innovative teaching tool based on semantic tableaux for verification and debugging of programsRafael del Vado Vírseda, Fernando Pérez Morente. 352 [doi]
• Moodle-integrated open source synchronous teachingJ. Mark Pullen, Nicholas K. Clark. 353 [doi]
• Teaching with CEOHPVicki L. Almstrum, Deepa Muralidhar, Mary Z. Last, Barbara Boucher Owens. 354 [doi]
• Facilitating learning dynamic programming through a previous introduction of exhaustive searchArturo Camacho, Alexandra Martinez. 355 [doi]
• A bioinformatics e-learning lab for undergraduate studentsFeng Lu, Hui Liu, Yi Jian, Yanhong Zhou, Zhenran Jiang. 356 [doi]
• A model for visualizing sentence complexityStefanie Markham, Ying Zhu. 357 [doi]
• Do educational software systems provide satisfactory learning opportunities for multi-sensory learning methodology?Peter Chan, Girija Krishnaswamy. 358 [doi]
• Adaptation of educational contents to mobile devicesAntonio García-Cabot, Eva García, Luis de Marcos, José Antonio Gutiérrez. 359 [doi]
• A comparison of software engineering knowledge gained from student participation in humanitarian foss projectsHeidi J. C. Ellis, Gregory W. Hislop, Ralph A. Morelli. 360 [doi]
• CROKODIL: a platform supporting the collaborative management of web resources for learning purposesMojisola Anjorin, Renato Domínguez García, Christoph Rensing. 361 [doi]
• Is iteration really easier to master than recursion: an investigation in a functional-first CS1 contextClaudio Mirolo. 362 [doi]
• Natural language in introductory programming: an experimental studyOsvaldo Luiz Oliveira, Ana María Monteiro, Norton Trevisan Roman. 363 [doi]
• A first step mapping IMS learning design and Merlin-MoRaquel Hijón-Neira, J. Ángel Velázquez-Iturbide. 365 [doi]
• Using student blogs for documentation in software development projectsRobert Law. 366 [doi]
• How educators find educational resources onlineMonika Akbar, Weiguo Fan, Lillian N. Cassel, Lois M. L. Delcambre, Clifford A. Shaffer, Edward A. Fox, Yinlin Chen. 367 [doi]
• A contextualized project-based approach for improving student engagement and learning in AI coursesIngrid Russell, Zdravko Markov, Joy Dagher. 368 [doi]
• Java2Sequence: a tool for the visualization of object-oriented programs in introductory programmingJoão Paulo Barros, Luís Biscaia, Miguel Vitória. 369 [doi]
• An initial look at prospective student mentoringAmber Settle, Sarah Pieczynski, Liz Friedman, Mary Jo Davidson. 370 [doi]
• IR2gT: a report generation tool for institutional repositoryJayan Chirayath Kurian, Ashly Markose, Blooma Mohan John. 371 [doi]
• An update on the use of community-based non-profit organizations in capstone projectsDavid K. Lange, Roger C. Ferguson, Paul M. Leidig. 372 [doi]
• Findings from an ACM strategic summit on computing education in community collegesElizabeth K. Hawthorne, Karl J. Klee, Robert D. Campbell. 373 [doi]
• A problem solving teaching guide based on a procedure intertwined with a teaching modelRonit Ben-Bassat Levy, J. Ángel Velázquez-Iturbide. 374 [doi]
• A normative competence structure model for embedded micro- and nanosystems developmentAndré Schäfer, Rainer Brück, Steffen Jaschke, Sigrid E. Schubert, Dietmar Fey, Bruno Kleinert, Harald Schmidt. 375 [doi]
• Identifying the predictors of educational webcasts adoptionMichail N. Giannakos, Panayiotis Vlamos. 376 [doi]
• Investigating cognitive structures of object oriented programmingPeter Hubwieser, Andreas Mühling. 377 [doi]
• The beaver contest: attracting youngsters to study computingBruria Haberman, Avi Cohen, Valentina Dagiene. 378 [doi]
• Computing for the social good: a service learning projectMichael Goldweber. 379 [doi]
• A collaborative linked learning spaceKai Michael Höver, Michael Hartle, Guido Rößling. 380 [doi]
• STEM and ICT instructional worlds: the 3d experienceKatherine Ross, Yvon Feaster. 381 [doi]
• Collaborating across international boundaries: using twitter as a tool in the classroomStefanie Markham, Saeid Belkasim. 382 [doi]
• Enhancing learner capability: success of it@school project, Kerala, region of IndiaGirija Krishnaswamy, V. Sasi Kumar. 383 [doi]
• Deconstructing VLEs to create customized PLEsSalvador Ros, Agustín C. Caminero, Antonio Robles-Gomez, Roberto Hernández, Rafael Pastor, Timothy Read, Alberto Pesquera, Raul Muñoz. 384 [doi]
• What matters most when teaching CS1Ana Paula Ambrosio, Scheila W. Martins. 385 [doi]
• Combining memory management and filesystems in an operating systems courseHans-Georg Eßer. 386 [doi]
• SyntaxTrain: relieving the pain of learning syntaxAndreas Leon Aagaard Moth, Jørgen Villadsen, Mordechai Ben-Ari. 387 [doi]
• The impact of memory transfer language (MTL) in reducing misconceptions in teaching programming to novicesLeonard James Mselle, Raphael Mmasy. 388 [doi]
• Optimizing collaborative learning processes by using recommendation systemsSebastian Harrach, Mojisola Anjorin. 389 [doi]
• The use of mediating artifacts in embedding problem solving processes in an e-learning environmentOrry M. Messer, Angelo Kyrilov. 390 [doi]
• Introducing students to computer science with programmes that don t emphasise programmingTim Bell, Paul Curzon, Quintin I. Cutts, Valentina Dagiene, Bruria Haberman. 391 [doi]
• Integrating scholarly articles within e-learning courses: a frameworkBee Bee Chua, Danilo Valeros Bernardo. 392 [doi]
• Supporting peer learning with ad-hoc communitiesJohannes Konert, Kristina Richter, Stefan Göbel, Ralf Steinmetz, Regina Bruder. 393 [doi]
• Exploring flow in novice programming environmentsMark Zarb, Janet Hughes. 394 [doi]
• Muddy hill gamesJessica Blevins, Andy Kearney, Eric Mullen, Emily Myers-Stanhope, Elizabeth Sweedyk. 395 [doi]