Table of Contents

• Never too early to begin: computer science for high-school studentsMichael O. Rabin. 1 [doi]
• Alan turing and the other theory of computationLenore Blum. 2 [doi]
• Standing on the shoulders of a giant: one person's experience of turing's impactDavid Harel. 3 [doi]
• Activities, affordances and attitude: how student-generated questions assist learningAndrew Luxton-Reilly, Paul Denny, Beryl Plimmer, Robert Sheehan. 4-9 [doi]
• Maximizing learning and guiding behavior in free play user generated content environmentsAcey Kreisler Boyce, Antoine Campbell, Shaun Pickford, Dustin Culler, Tiffany Barnes. 10-15 [doi]
• Lectures abandoned: active learning by active seminarsHenrik Bærbak Christensen, Aino Vonge Corry. 16-21 [doi]
• Infusing computational thinking into the middle- and high-school curriculumAmber Settle, Baker Franke, Ruth Hansen, Frances Spaltro, Cynthia Jurisson, Colin Rennert-May, Brian Wildeman. 22-27 [doi]
• Pseudo abstract composition: the case of language concatenationDavid Ginat, Ronnie Alankry. 28-33 [doi]
• Teaching graph algorithms to children of all agesJ. Paul Gibson. 34-39 [doi]
• Forming project groups while learning about matching and network flows in algorithmsDinesh Mehta, Tina Kouri, Irene Polycarpou. 40-45 [doi]
• Refinement of an experimental approach tocomputer-based, active learning of greedy algorithmsJ. Ángel Velázquez-Iturbide. 46-51 [doi]
• Digging for algorithmic nuggets in the land of polyominoesAnany Levitin. 52-56 [doi]
• The empirically refined competence structure model for embedded micro- and nanosystemsAndré Schäfer, Rainer Brück, Steffen Büchner, Steffen Jaschke, Sigrid E. Schubert, Dietmar Fey, Bruno Kleinert, Harald Schmidt. 57-62 [doi]
• Supporting operating systems projects using the μMPS2 hardware simulatorMichael Goldweber, Renzo Davoli, Tomislav Jonjic. 63-68 [doi]
• Integrating data-intensive cloud computing with multicores and clusters in an HPC courseAtanas Radenski. 69-74 [doi]
• All syntax errors are not equalPaul Denny, Andrew Luxton-Reilly, Ewan D. Tempero. 75-80 [doi]
• Code comprehension problems as learning eventsLeigh Ann Sudol-DeLyser, Mark Stehlik, Sharon Carver. 81-86 [doi]
• An open-ended environment for teaching Java in contextAndré Santos. 87-92 [doi]
• On teaching arrays with test-driven learning in WebIDEMichael Hilton, David S. Janzen. 93-98 [doi]
• JUG: a JUnit generation, time complexity analysis and reporting tool to streamline gradingChristopher Brown, Robert Pastel, Bill Siever, John Earnest. 99-104 [doi]
• Exploring influences on student adherence to test-driven developmentKevin Buffardi, Stephen H. Edwards. 105-110 [doi]
• Statistical evidence of the correlation between mental ability to compute and student performance in undergraduate coursesOsvaldo Luiz Oliveira. 111-115 [doi]
• Grade inflation, what students value, and the necessity of sufferingTaly Sharon, Paul Kingsley. 116-121 [doi]
• Instructor-centric source code plagiarism detection and plagiarism corpusJonathan Y. H. Poon, Kazunari Sugiyama, Yee Fan Tan, Min-Yen Kan. 122-127 [doi]
• Enriching introductory programming courses with non-intuitive probability experiments componentYana Kortsarts, Yulia Kempner. 128-131 [doi]
• A study on students' behaviours and attitudes towards learning to programAnabela Jesus Gomes, Álvaro Nuno Santos, António José Mendes. 132-137 [doi]
• Initial results of using an intelligent tutoring system with AliceStephen Cooper, Yoon Jae Nam, Luo Si. 138-143 [doi]
• Student reactions to classroom lecture capturePaul E. Dickson, David I. Warshow, Alec C. Goebel, Colin C. Roache, W. Richards Adrion. 144-149 [doi]
• Beyond PDF and ePub: toward an interactive textbookBradley N. Miller, David Ranum. 150-155 [doi]
• The future of teaching programming is on mobile devicesNikolai Tillmann, Michal Moskal, Jonathan de Halleux, Manuel Fähndrich, Judith Bishop, Arjmand Samuel, Tao Xie. 156-161 [doi]
• Evaluation of a collaborative instructional framework for programming learningLuis Miguel Serrano Cámara, Maximiliano Paredes-Velasco, J. Ángel Velázquez-Iturbide. 162-167 [doi]
• Capstone project: fair, just and accountable assessmentVivienne Farrell, Gilbert Ravalli, Graham Farrell, Paul Kindler, David Hall. 168-173 [doi]
• Comparing the effectiveness of different educational uses of program animationsJaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide. 174-179 [doi]
• Pros and cons for teaching courses in the classroom and online simultaneouslyJohn Mark Pullen. 180-185 [doi]
• SpecCheck: automated generation of tests for interface conformanceChris Johnson. 186-191 [doi]
• PETCHA: a programming exercises teaching assistantRicardo Alexandre Peixoto Queirós, José Paulo Leal. 192-197 [doi]
• Spaghetti for the main course?: observations on the naturalness of scenario-based programmingMichal Gordon, Assaf Marron, Orni Meerbaum-Salant. 198-203 [doi]
• A new curriculum for junior-high in computer scienceIris Zur Bargury. 204-208 [doi]
• Outreach for improved student performance: a game design and development curriculumKatelyn Doran, Acey Kreisler Boyce, Samantha L. Finkelstein, Tiffany Barnes. 209-214 [doi]
• CS1001.py: a topic-based introduction to computer scienceBenny Chor, Rani Hod. 215-220 [doi]
• Are children capable of learning image processing concepts?: cognitive and affective aspectsKhaled Asad, Moshe Barak. 227-231 [doi]
• OpenIRS-UCM: an open-source multi-platform for interactive response systemsCarlos Garcia Sanchez, Fernando Castro, José Ignacio Gómez, Christian Tenllado, Daniel Chaver, Jose Antonio Lopez-Orozco. 232-237 [doi]
• A method to construct counterexamples for greedy algorithmsJagadish M., Sridhar Iyer. 238-243 [doi]
• Integrating AI and machine learning in software engineering course for high school studentsAhuva Sperling, Dorit Lickerman. 244-249 [doi]
• An interactive functional programming tutorAlex Gerdes, Johan Jeuring, Bastiaan Heeren. 250-255 [doi]
• V-lab: a cloud-based virtual laboratory platform for hands-on networking coursesLe Xu, Dijiang Huang, Wei-Tek Tsai. 256-261 [doi]
• Serious toys: teaching the binary number systemYvon Feaster, Farha Ali, Jason O. Hallstrom. 262-267 [doi]
• Bio1 as CS1: evaluating a crossdisciplinary CS contextZachary Dodds, Ran Libeskind-Hadas, Eliot Bush. 268-272 [doi]
• A study of stereotype threat in computer scienceAmruth N. Kumar. 273-278 [doi]
• What do computer scientists do?: a survey of CS and non-CS liberal arts facultyHannah Fidoten, Jaime Spacco. 279-284 [doi]
• Novices' perceptions and experiences of a mobile social learning environment for learning of programmingMercy Maleko, Margaret Hamilton, Daryl J. D'Souza. 285-290 [doi]
• Choosing a study mode in blended learningMikko Myllymäki, Ismo Hakala. 291-296 [doi]
• cs4fn: a flexible model for computer science outreachChrystie Myketiak, Paul Curzon, Jonathan Back, Peter W. McOwan, Laura R. Meagher. 297-302 [doi]
• Anatomy, dissection, and mechanics of an introductory cyber-security course's curriculum at the United States naval academyChristopher Brown, Frederick Crabbe, Rita Doerr, Raymond Greenlaw, Chris Hoffmeister, Justin Monroe, Donald Needham, Andrew Phillips, Anthony Pollman, Stephen Schall, John Schultz, Steven Simon, David Stahl, Sarah Standard. 303-308 [doi]
• Fuzzy OOP: expanded and reduced term interpretationsRonit Shmallo, Noa Ragonis, David Ginat. 309-314 [doi]
• Formal learning groups in an introductory CS course: a qualitative explorationJulie Krause, Irene Polycarpou, Cyndi Rader. 315-320 [doi]
• Competitive evaluation in a video game development courseManuel Palomo-Duarte, Juan Manuel Dodero, José Tomás Tocino, Antonio García-Domínguez, Antonio Balderas. 321-326 [doi]
• User interface evaluation by novicesDennis J. Bouvier, Tzu-Yi Chen, Gary Lewandowski, Robert McCartney, Kate Sanders, Tammy VanDeGrift. 327-332 [doi]
• MyTuringTable: a teaching tool to accompany Turing's original paper on computabilityBarry Fagin, Dino Schweitzer. 333-338 [doi]
• Integrating the teaching of algorithmic patterns into computer science teacher preparation programsNoa Ragonis. 339-344 [doi]
• μPython: non-majors programming from the very first lectureJohn Aycock. 345-350 [doi]
• Engaging computer science in traditional education: the ECSITE projectDebra Goldberg, Dirk Grunwald, Clayton H. Lewis, Jessica A. Feld, Sarah Hug. 351-356 [doi]
• A systematic approach to teaching abstraction and mathematical modelingCharles T. Cook, Svetlana Drachova-Strang, Jason O. Hallstrom, Joseph E. Hollingsworth, David P. Jacobs, Joan Krone, Murali Sitaraman. 357-362 [doi]
• The new CSTA K-12 computer science standardsChris Stephenson, Steve Cooper, Barbara Boucher Owens, Judith Gal-Ezer. 363-364 [doi]
• Computer science as a community involvement activityAssaf Zaritsky, Ohad Barzilay. 365-366 [doi]
• Assessing the benefits of integrating social issues components in the computing curriculumPaul M. Leidig, Michael Goldweber, Barbara Boucher Owens. 367-368 [doi]
• Programming studio: advances and lessons learnedCharlie Meyer, Michael Woodley. 369 [doi]
• Sample courseware for introductory OO programmingRikki Fletcher, Rocio Guillén. 370 [doi]
• A web-based problem solving tool for introductory computer sciencePetr Jarusek, Radek Pelánek. 371 [doi]
• Techniques at the intersection of computing and musicJesse M. Heines, Gena R. Greher, S. Alex Ruthmann. 372 [doi]
• Nintendo® DS projects to learn computer input-outputEdurne Larraza-Mendiluze, Nestor Garay-Vitoria, José Ignacio Martín, Javier Muguerza, Txelo Ruiz-Vazquez, Iratxe Soraluze Arriola, Jose Francisco Lukas, Karlos Santiago. 373 [doi]
• Using professional and ethical themesJohn Impagliazzo. 374 [doi]
• Breadth first search (animation and obstacle avoidance)Arnold Rosenbloom. 375 [doi]
• Teaching labs on pseudorandom number generationElizabeth Ann Patitsas. 376 [doi]
• Best practices for time-management of student groups with heterogeneous effortAndré Schäfer, Matthias Mielke, Rainer Brück. 377 [doi]
• Developing contexts for teaching Java using AGUIA/JAndré L. Santos. 378 [doi]
• The presenter first design approachZachary Kurmas. 379 [doi]
• A hardware simulator for teaching CPU designMichael Black. 380 [doi]
• Introvert educators: techniques to be effective in the traditional face-to-face CS classroomKarina Vashta Assiter. 381 [doi]
• The effect of mathematical vs. verbal formulation for finite automataTali Dror, Dafna Levi Rashti. 382 [doi]
• A model of CS teachers' knowledge growthNeomi Liberman, Yifat Ben-David Kolikant, Catriel Beeri. 383 [doi]
• Cryptography for the millionYonatan Chen, Eran London, Moshe Munk. 384 [doi]
• The scientific method and software testing integrated into the same lessonHanania T. Salzer, Bruria Haberman, Cecile Yehezkel. 385 [doi]
• An animation as an illustrate tool for learning concepts in oopYael Mussai, Neomi Liberman. 386 [doi]
• How innovative technology tools can be used to create new methodology for teaching knowledgeEti Hershkovich, Bruria Haberman. 387 [doi]
• Mobile game development projects in CS 1Stan Kurkovsky. 388 [doi]
• Applying advanced technology tools in distance learning: case study: traffic data and road safetyMuna Baghdadi, Khaled Asad, Jamal Raiyn. 389 [doi]
• Junior high school students performing image smoothening and noise filtering by applying mathematical operationsKhaled Asad. 390 [doi]
• Intuitive thinking while dealing with abstract data typesWaleed Khalifa. 391 [doi]
• Similarities in CSE and Gemara educationGalit Shriki, Bracha Daum-Reiter. 392 [doi]
• Teachers' perception of teaching problem-solving strategies to novicesLavy Bunimovich. 393 [doi]
• Are students learning object oriented programming in an object oriented programming course?: student voicesDesmond Wesley Govender, Irene Govender. 395 [doi]
• Problem presentation in CS1 coursesCarmen Morgado, Fernanda Barbosa. 396 [doi]
• A learning tool for MP3 audio compressionMohamed Hamada, Hyato Namae. 397 [doi]
• A qualitative framework for comparison and evaluation of computer science doctoral programsMaria del Carmen Calatrava Moreno. 398 [doi]
• A structured approach to problem solving in CS1Carmen Morgado, Fernanda Barbosa. 399 [doi]
• DSS for the group estimating of the graduation papersVsevolod Kuzmitskiy, Boris Davydov. 400 [doi]
• Using quick response codes for student interaction during lecturesRobert Law. 401 [doi]
• Zawilinski: helping beginning programmers conduct mediawiki-based researchZachary Kurmas. 402 [doi]
• Kielce: configurable HTML course documentsZachary Kurmas. 403 [doi]
• Teaching programming on a mobile deviceNikolai Tillmann, Judith Bishop. 404 [doi]
• Visual search with deep zoom to explore curriculum resources interactivelyArkady Retik. 405 [doi]