Table of Contents

• The trouble with for-loop invariantsWilliam J. Collins. 1-4 [doi]
• File processing - a correctness approachRichard M. Plishka. 5-8 [doi]
• A phased programming paradigmC. T. Zahn. 9-12 [doi]
• Requiring CS1 students to write requirements specifications: a rationale, implementation suggestions, and a case studyDale A. Brown. 13-16 [doi]
• Development and documentation of computer programs in undergraduate computer science programsLinda L. Deneen, Keith R. Pierce. 17-21 [doi]
• The effective use of undergraduates to staff large introductory CS coursesStuart Reges, John McGrory, Jeff Smith. 22-25 [doi]
• Understanding concurrent programming through program animationM. Zimmermann, F. Perrenoud, André Schiper. 27-31 [doi]
• The multiuser calculator: an operating system projectJerud J. Mead. 32-35 [doi]
• Robots in the laboratoryM. Stella Atkins, Louis J. Hafer, Patrick Leung. 36-40 [doi]
• Computing as a discipline: preliminary report of the ACM task force on the core of computer sciencePeter J. Denning, Douglas Comer, David Gries, Michael C. Mulder, Allen B. Tucker, A. Joe Turner, Paul R. Young. 41 [doi]
• Concurrency in the undergraduate curriculumRonald J. Leach, Jeffrey A. Brumfield, Michael B. Feldman, Charles M. Shub. 42 [doi]
• Introductory computer science: the case for a unified viewJ. Stanley Warford. 44-48 [doi]
• The case for Modula-2 in CS1 and CS2Elliot B. Koffman. 49-53 [doi]
• Integrating software engineering into an intermediate programming classLaurie Honour Werth. 54-58 [doi]
• An introduction to the parallel distributed processing model of cognition and some examples of how it is changing the teaching of artificial intelligenceGeorge M. Whitson. 59-62 [doi]
• Introducing parallel processing at the undergraduate levelRalph M. Butler, Roger Eggen, Susan R. Wallace. 63-67 [doi]
• An undergraduate parallel processing laboratoryChristopher H. Nevison. 68-72 [doi]
• Program complexity: a tutorialDavid Finkel, Gary Haggard. 73-77 [doi]
• Undergraduate theory of computation: an approach using simulation toolsYap Siong Chua, Charles N. Winton. 78-82 [doi]
• Algorithmic paradigms: examples in computational geometryN. Adlai A. De Pano. 83-87 [doi]
• Proposed criteria for accreditation of computer information systems programsRobert Cannon, John T. Gorgone, Tom Ho, John D. McGregor. 88 [doi]
• Computer science education in ChinaRobert M. Aiken, Elizabeth S. Adams, Susan Foster, Richard Little, William A. Marion, Judith D. Wilson, Gayle J. Yaverbaum. 89 [doi]
• A major in computer applications for small liberal arts collegesJ. Wey When, Gordon R. Jones. 90-94 [doi]
• Assembly language courses in transitionR. Rainey Little, Mark Smotherman. 95-99 [doi]
• The role of mathematics in the computer science curriculumJames Bradley. 100-103 [doi]
• A student system development diagrammerIraj Hirmanpour. 104-108 [doi]
• Choosing group projects for advanced systems coursesDaniel Farkas. 109-115 [doi]
• Introducing knowledge-based projects in a systems development courseVijay Kanabar. 114-118 [doi]
• Requirement methods: a graduate level course that integrates software engineering principles with information systems theoryGayle J. Yaverbaum. 119-123 [doi]
• A design tool used to quantitatively evaluate student projectsCalvin Selig, Sallie M. Henry. 124-128 [doi]
• Anatomy of a software engineering projectCatherine L. Bullard, Inez Caldwell, James Harrell, Cis Hinkle, A. Jefferson Offutt. 129-133 [doi]
• The role of supercomputers in higher educationLarry Neal, John Connolly, Doyle D. Knight, David Matthews-Morgan. 134 [doi]
• Computer science undergraduate capstone courseClinton P. Fuelling, Anne-Marie Lancaster, Mark C. Kertstetter, R. Waldo Roth, William A. Brown, Richard K. Reidenbach, Ekawan Wongsawatgul. 135 [doi]
• Interactive graphics: a tool for beginning programming students in discovering solutions to novel problemsHelen Duerr Hays. 137-141 [doi]
• Application frameworks: experience with MacAppJohn R. Pugh, Cafee Leung. 142-147 [doi]
• Automatic generation of graphic displays of data structures through a preprocessorMoshe Augenstein, Yedidyah Langsam. 148-149 [doi]
• A simple technique to motivate structured programmingTerry Flaherty. 153-155 [doi]
• Using assembly language to teach concepts in the introductory courseBarry J. Donahue. 158-162 [doi]
• Introducing finite automata in the first courseMark R. Headington. 163-167 [doi]
• Planning and implementing an internship program for undergraduate computer science studentsTed Mims, Raymond Folse, Andrea Martin. 168-170 [doi]
• An industry/academic partnership experiment: a course in artificial intelligenceJoyce Currie Little, Laurence J. Cooper, Barry C. Davis, John Alexander, Peter Joyce, Charles J. Schmitt. 171-175 [doi]
• Cactus Systems : a computer science practicum that is more than a capstoneCharles P. Howerton. 176-180 [doi]
• Recruiting more computer science students - what to do after the glamour has gone away?William E. McBride, James Calhoun, James L. Richards, Harriet G. Taylor, F. Garnet Walters. 181 [doi]
• Computing resources in small collegesJames R. Sidbury, Nancy Baxter, Richard F. Dempsey, Ralph Morelli, Robert Prince. 182 [doi]
• A transition from bubble to shell sortJoseph B. Klerlein, Curtis Fullbright. 183-184 [doi]
• Should short, relatively complex algorithms be taught using both graphical and verbal methods? Six replicationsDavid A. Scanlan. 185-189 [doi]
• Textbook errors in binary searchingRichard E. Pattis. 190-194 [doi]
• Teaching database using a real DBMS: experience with INGRESDavid F. Haas. 195-199 [doi]
• A course for data modellingRonald S. King. 200-204 [doi]
• An intelligent tutor for normal form determinationLee A. Becker, Xiaoyi Huang. 205-209 [doi]
• The computer background of incoming freshman: looking for emerging trendsJan L. Harrington. 210-214 [doi]
• Retraining pre-college teachers: a survey of state computing coordinatorsHarriet G. Taylor, Cathleen A. Norris. 215-218 [doi]
• IBM 3270 full screen interactive programming without CICSHilton Chen, Wayne Summers. 219-222 [doi]
• The increasing role of computer theory in undergraduate curriculaDonald J. Bagert, Daniel I. A. Cohen, Gary Ford, Donald K. Friesen, Daniel D. McCracken, Derick Wood. 223 [doi]
• Program plagiarism revisited: current issues and approachesMarguerite Summers, William B. Evans, James J. Fletcher, Cindy Hanchey, Leslie J. Waguespack Jr.. 224 [doi]
• A microcomputer oriented computer literacy courseAlice L. Clarke, Gerald W. Adkins. 225-229 [doi]
• The impact of menus and command-level feedback on learners acquisition of data base language skillsMary Sumner, James Benjamin. 230-234 [doi]
• A profile of today s computer literacy students: an updateJean Buddington Martin, Kenneth E. Martin. 235-239 [doi]
• A study of an advance organizer as a technique for teaching computer programming conceptsKatherine N. Macfarlane, Barbee T. Mynatt. 240-243 [doi]
• Using concept expansion and level integration in an introductory computer science courseBarry L. Kurtz, J. Mack Adams. 244-248 [doi]
• Teaching programming: a new approach based on analysis skillsTerrence W. Pratt. 249-253 [doi]
• Pascal s emulation of a Prolog programHoward Lambert. 254-258 [doi]
• Modeling in PrologJohn Najarian. 259-262 [doi]
• Teaching recursion using fractals in PrologBruce S. Elenbogen, Martha R. O Kennon. 263-266 [doi]
• Goal-oriented laboratory development in CS/EEKeith Barker, A. Wayne Bennett, Gordon E. Stokes, Mike Lucas, Maarten van Swaay. 267 [doi]
• Continuing education activities of the ACMRobert M. Aiken, Neal S. Coulter, Julia E. Hodges, Joyce Currie Little, Helen C. Takacs, A. Joe Turner. 268 [doi]
• An amazing exercise in recursion for CS1 and CS2Ivan B. Liss, Thomas C. McMillan. 270-274 [doi]
• Learning recursion as a concept and as a programming techniqueSusan Wiedenbeck. 275-278 [doi]
• Spin-out: the Chinese rings in the classroomBrian A. Rudolph. 279-282 [doi]
• A content analysis of ten introduction to programming textbooksH. Willis Means. 283-287 [doi]
• Should computer science examinations contain programming problems?Donald J. Bagert. 288-292 [doi]
• The reliability of analytic and holistic methods in rating students computer programsDavid M. Olson. 293-298 [doi]
• Computing trends in small liberal arts collegesPeter D. Smith. 299-303 [doi]
• Using a model railroad to teach digital process controlJohn W. McCormick. 304-308 [doi]
• Microprogramming a watch: tools for a course in computer organizationPierre A. von Kaenel. 309-312 [doi]
• Varieties of computer graphics courses in computer scienceSteve Cunningham, Judith R. Brown, Robert P. Burton, Mark Ohlson. 313 [doi]