Table of Contents

• The senior information systems design project seminarMary Sumner. 2-8 [doi]
• A management system for monitoring and assessing the group-oriented database projectDarleen V. Pigford. 9-18 [doi]
• Query generation in an instructional database management systemBogdan D. Czejdo, Marek Rusinkiewicz. 19-25 [doi]
• Entity-relationship diagrams and English: an analysis of some problems encountered in a database design courseJudith D. Wilson. 26-35 [doi]
• An evaluation of a realistic approach to MISGayle J. Yaverbaum. 36-39 [doi]
• Teaching personal computer Cobol with Watcom CobolJoseph W. Jr. Trigg. 40-43 [doi]
• Abstraction in Pascal: data and controlRichard E. Pattis. 44-57 [doi]
• On the teaching of Ada in an undergraduate computer science curriculumWing C. Tam, Michael Erlinger. 58-61 [doi]
• A comparison of concurrent languages: a class projectVerlynda Dobbs. 62-66 [doi]
• A project centered programming language courseRobert Trenary. 67-69 [doi]
• Mathematics support for computing degrees: a small college perspectiveScott Sigman. 70-75 [doi]
• Issuing each undergraduate student a personal computer: living with it for three yearsBill Mein. 76-78 [doi]
• On the use of naming and binding in early coursesMark Smotherman. 79-83 [doi]
• Advanced placement-plus in computer science: a summer institute at the University of TulsaRoger L. Wainwright, Dale A. Schoenefeld. 84-91 [doi]
• Assessing the quality of programs: a topic for the CS2 courseDean Sanders, Janet Hartman. 92-96 [doi]
• Introducing object-oriented programming into the computer science curriculumJohn R. Pugh, Wilf R. LaLonde, David A. Thomas. 98-102 [doi]
• Leadership style vs. succssus in student chief programmer teamsTed Tenny. 103-114 [doi]
• A course project to design and implement the kernel of a real-time operating systemBarry L. Kurtz, Joseph J. Pfeiffer Jr.. 115-119 [doi]
• The business of computers: education for software engineeringJudith Bayard Cushing. 120-126 [doi]
• A pragmatic approach to systems analysis and designJane M. Fritz. 127-131 [doi]
• Using emulators as vehicles for instruction in systems programming: prospective considerationAmos O. Olagunju, Elvis Borders. 132-135 [doi]
• Retraining high school teachers to teach computer science - observations on the first courseRichard G. Epstein, Robert M. Aiken, Glenn Snelbecker, Jane Potosky. 136-140 [doi]
• Fractals with turtle graphics: a CS2 programming exercise for introducing recursionIvan B. Liss, Thomas C. McMillan. 141-147 [doi]
• Dealing with disparate audiences in computer science courses using a project group within a traditional classR. Waldo Roth, Arthur White. 148-154 [doi]
• Participatory teaching methods in computer scienceJames S. Jones. 155-160 [doi]
• Predictors of Pascal programming achievement for community college studentsHenry S. Austin. 161-164 [doi]
• Functional programming for freshman computer science majorsAlbert L. Crawford. 165-169 [doi]
• The contour model as an instructional tool in elementary computer science coursesLinda L. Deneen. 170-178 [doi]
• A Socratic approach to helping novice programmers debug programsJudith D. Wilson. 179-182 [doi]
• Modern introductory computer sciencePeter Henderson. 183-190 [doi]
• Concurrent programming in Modula-2Jeffrey A. Brumfield. 191-200 [doi]
• Graphos: a graphic operating systemDaniel A. Cañas. 201-205 [doi]
• Teaching operating systems in a virtual machine environmentJohn L. Donaldson. 206-211 [doi]
• Operating system projects on two simulated machinesJames L. Wolfe. 212-216 [doi]
• The decline and fall of Operating Systems ICharles M. Shub. 217-220 [doi]
• Teaching technical reviews in a one-semester software engineering courseJames S. Collofello. 222-227 [doi]
• Recommendations for software engineering educationDoris L. Carver. 228-232 [doi]
• Distribution of software engineering concepts beyond the software engineering courseJames Calhoun. 233-237 [doi]
• Augmenting a software engineering projects course with oral and written communicationJohn G. Meinke. 238-243 [doi]
• Realistic student projectsWilliam J. Joel. 244-247 [doi]
• A course in computer systems planningKarl Rehmer. 248-252 [doi]
• What academic impact are high school computing courses having on the entry-level college computer science curriculum?Roger E. Franklin Jr.. 253-256 [doi]
• A course on expert systems for electrical engineering studentsIan H. Witten. 257-260 [doi]
• Tiling and recursionI-Ping Chu, Richard Johnsonbaugh. 261-263 [doi]
• Bubble reflectionsC. T. Zahn. 264-266 [doi]
• Visual simulations of data structures during lectureG. Michael Barnes, Gary A. Kind. 267-276 [doi]
• A case study of programming with abstract data types in a data structures courseWalter E. Brown. 277-291 [doi]
• An introductory algorithm teacherWilliam G. Bulgren, Rose M. Marra, Gregory F. Wetzel. 292-296 [doi]
• Teaching programming algorithms aided by computer graphicsBruce R. Maxim, Bruce S. Elenbogen. 297-301 [doi]
• Data-structures students may prefer to learn algorithms using graphical methodsDavid A. Scanlan. 302-307 [doi]
• Algorithm animator: a tool for programming learningElena Giannotti. 308-314 [doi]
• A miniLISP interpreterDennis S. Martin. 316-318 [doi]
• A logic programming model of the game of sproutsRalph M. Butler, Selden Y. Trimble, Ralph W. Wilkerson. 319-323 [doi]
• Prolog in the automation of the semantic componentGregers Koch. 324-329 [doi]
• File processing and the undergraduate computer science curriculumKirk L. Malmrose, Robert P. Burton. 330-335 [doi]
• Providing activities for students to apply data structures conceptsJanet Hartman, Carol Chrisman. 336-342 [doi]
• Networking elements in a files courseLillian N. Cassel. 343-345 [doi]
• Trees - a CS2 programming project which introduces a data type using procedural and data abstractionIvan B. Liss, Thomas C. McMillan. 346-352 [doi]
• On-campus cooperative educationScott N. Woodfield, Gordon E. Stokes, Vern J. Crandall. 353-356 [doi]
• Student file management under PrimosMichael Uram, Robert J. McGlinn. 357-360 [doi]
• Conference grading of computer programsErnest Ferguson. 361-365 [doi]
• Evaluating students in systems development group projectsCarol Chrisman, Barbara Beccue. 366-373 [doi]
• Using Ada on microcomputers in the undergraduate curriculumG. Scott Owen. 374-377 [doi]
• Conversion of a PDP-11/40 assembler and simulator from mainframe Pascal to Ada on IBM PC microcomputersRichard Gayer, Catherine M. Beise, G. Scott Owen. 378-381 [doi]
• The control of a toy robot ARM: a real time programming experienceMario A. Figueroa. 382-385 [doi]
• Implementation of a debugging aid for logic errors in Pascal programsTrevor Lukey, Kenneth D. Loose, David R. Hill. 386-390 [doi]
• Computer science as the focus of a secondary school magnet programBrian D. Monahan. 393-394 [doi]
• Extra-disciplinary curriculum: analysis of the presentation of legal materials to computer science studentsJoseph W. Rigler. 395-399 [doi]
• A computer science/mathematics major for liberal arts collegesNancy L. Hagelhans. 400-402 [doi]
• A content analysis of six introduction to computer science textbooksH. Willis Means. 403-413 [doi]
• A historical perspective for teachingAngela B. Shiflet. 413-414 [doi]
• Let s motivate]Alan L. Tharp. 415-422 [doi]
• Problems with and proposals for service courses in computer scienceJeff D. Parker, G. Michael Schneider. 423-427 [doi]
• MicMac: a microprogram simulator for courses in computer organizationJohn L. Donaldson. 428-431 [doi]
• Making concepts and phenomena visual in machine and assembly language programmingWilliam F. Decker. 432-441 [doi]
• Teaching digital hardware by using complex lab projectsFranklin Prosser, David Winkel. 442-445 [doi]
• A multi-purpose language processing laboratoryKaren A. Lemone. 446-450 [doi]
• Laboratories for an undergraduate course in data communications and networksRobert H. Greenfield, John H. Parr. 451-454 [doi]
• An application to support a course in numerical analysisMark Temte. 455-461 [doi]
• Defining ethical and unethical student behaviors using departmental regulations and sanctionsJanet M. Cook. 462-468 [doi]
• An industrial advisory council for a computer science department: a case studyDavid Ballew. 469-472 [doi]
• A scheduling problem: modeling, approximate algorithms, and implementationRobert L. Holliday, Lowell A. Carmony. 473-480 [doi]
• IS and MIS: a compromise?Elizabeth A. Unger, Charles M. Hassett, Constanza Castro. 483-489 [doi]
• Trends in hardware and software usage in introductory database coursesJoan Pierson, Jack D. Shorter. 490-494 [doi]
• An updated information systems curriculum: first revisionOsvaldo Laurido-Santos. 495-498 [doi]
• Spreadsheets and databases - alternatives to programming for non-computer science majorsGene Bailey. 499-503 [doi]
• Goals for and lessons from a computer literacy courseJohn T. Peterson. 504-507 [doi]
• Beyond traditional computer literacyV. Arnie Dyck, James P. Black, Shirley L. Fenton. 508-512 [doi]
• A Monte Carlo comparison of the binary and interpolation search algorithmsClark B. Archer. 513-515 [doi]
• A modular approach to program visualization in computer science instructionDon C. Stone. 516-522 [doi]
• Profile of undergraduate software engineering courses: results from a surveyBarbee Mynatt Teasley, Laura M. Leventhal. 523-528 [doi]
• Coordination of systems development coursesDale K. Hockensmith. 529-531 [doi]
• Student-oriented features of an interactive programming environmentGene L. Fisher. 532-537 [doi]