Abstract is missing.
- An undergraduate course in applied data communicationsLarry Brumbaugh. 1-5 [doi]
- Low-cost networks and gateways for teaching data communicationsLarry Hughes. 6-11 [doi]
- An undergraduate concentration in networking and distributed systemsMargaret M. Reek. 12-16 [doi]
- The design tree: a visual approach to top-down design and data flowJacobo Carrasquel, Jim Roberts, John Pane. 17-21 [doi]
- Programming as process: a Novel approach to teaching programmingRex E. Gantenbein. 22-26 [doi]
- Teaching recursion as a problem-solving tool using standard MLPeter B. Henderson, Francisco J. Romero. 27-31 [doi]
- Writing to learn and communicate in a data structures courseJanet Hartman. 32-36 [doi]
- Preparing students for programming-in-the-largeLaurie Honour Werth. 37-41 [doi]
- Algorithms and software: integrating theory and practice in the undergraduate computer science curriculumJudith D. Wilson, Newcomb Greenleaf, Robert Trenary. 42-46 [doi]
- Defining educational policy on software usage in the light of copyright lawGalen B. Crow. 47-51 [doi]
- Identifying the gaps between education and trainingFreeman L. Moore, James T. Streib. 52-55 [doi]
- Computer science: a core discipline of liberal arts and sciencesRobert E. Beck, Lillian N. Cassel, Richard H. Austing. 56-60 [doi]
- Using generics modules to enhance the CS2 courseAshok Kumar, John Beidler. 61-65 [doi]
- Teaching the abstract data type in CS2Joseph E. Lang, Robert K. Maruyama. 71-73 [doi]
- Integrating desktop publishing into a systems analysis and design courseDonald L. Jordan. 74-77 [doi]
- Modifying freshman perception of the CIS graduate s workstyleCharles H. Mawhinney, David R. Callaghan, Edward G. Cale Jr.. 78-82 [doi]
- An IS1 workbench for ACM information system curriculum 81Leslie J. Waguespack Jr.. 83-87 [doi]
- Progressive project assignments in computer coursesRobert Leeper. 88-92 [doi]
- An example illustrating modularity, abstraction & information hiding usingIvan B. Liss, Thomas C. McMillan. 93-97 [doi]
- APEX1, a library of dynamic programming examplesMichael Britt. 98-102 [doi]
- Testing student micro computer skills through direct computer useMichael M. Delaney. 103-107 [doi]
- A unified approach for multilevel database security based on inference enginesLinda M. Null, Johnny Wong. 108-111 [doi]
- The TRY system -or- how to avoid testing student programsKenneth A. Reek. 112-116 [doi]
- Computer aided program design experiments: diagrammatic versus textual materialErnest C. Ackermann, William R. Pope. 117-121 [doi]
- A CASE primer for computer science educatorsBarbee T. Mynatt, Laura M. Leventhal. 122-126 [doi]
- CASE and the undergraduate curriculumJames R. Sidbury, Richard M. Plishka, John Beidler. 127-130 [doi]
- What is to become of programming?William Mitchell. 131-135 [doi]
- AIDE: an automated tool for teaching design in an introductory programming courseDino Schweitzer, Scott C. Teel. 136-140 [doi]
- Visual metaphors for teaching programming conceptsLeslie J. Waguespack Jr.. 141-145 [doi]
- A first course in program verification and the semantics of programming languagesRaymond D. Gumb. 146-150 [doi]
- Success with the project-intensive model for an undergraduate software engineering courseLinda M. Northrop. 151-155 [doi]
- Use of the Cloze procedure in testing a model of complexityPatricia B. van Verth, Lynne Bakalik, Margaret Kilcoyne. 156-160 [doi]
- A core course in computer theory: design and implementation issuesDonald J. Bagert. 161-164 [doi]
- Examining compiled codeMark Smotherman. 165-169 [doi]
- A parallel processing course for undergraduatesDaniel C. Hyde. 170-173 [doi]
- Operations on sets of intervals - an exercise for data structures or algorithmsBob P. Weems. 174-176 [doi]
- The new generation of computer literacyJ. Paul Myers Jr.. 177-181 [doi]
- Teaching practical software maintenance skills in a software engineering courseJames S. Collofello. 182-184 [doi]
- Removing the emphasis on coding in a course on software engineeringLinda Rising. 185-189 [doi]
- Sizing assignments: a contribution from software engineering to computer science educationDavid F. Haas, Leslie J. Waguespack Jr.. 190-194 [doi]
- The effect of high school computer science, gender, and work on success in college computer scienceHarriet G. Taylor, Luegina C. Mounfield. 195-198 [doi]
- Inservice education of high school computer science teachersJames D. Kiper, Bill Rouse, Douglas Troy. 199-203 [doi]
- Laying the foundations for computer scienceLeonard A. Larsen. 204-208 [doi]
- Ada in CS1Leon E. Winslow, Joseph E. Lang. 209-212 [doi]
- An Ada-based software engineering courseG. Scott Owen. 213-216 [doi]
- Concurrent programming in an upper level operating systems courseJames L. Silver. 217-221 [doi]
- Performance experiments for the performance courseCharles M. Shub. 222-225 [doi]
- Xinu/WU: an improved PC-Xinu clone?Joseph Hummel. 226-230 [doi]
- MPX-PC: an operating system project for the PCMalcolm G. Lane, Anjan k. Ghosal. 231-235 [doi]
- A language-only course in LISP with PC schemeKenneth A. Lambert. 236-240 [doi]
- Neural networks and artificial intelligenceNorman E. Sondak, Vernon K. Sondak. 241-245 [doi]
- Teaching multiple programming paradigms: a proposal for a paradigm general pseudocodeMark B. Wells, Barry L. Kurtz. 246-251 [doi]
- Never mind the language, what about the paradigm?Paul A. Luker. 252-256 [doi]
- Toward an ideal competency-based computer science teacher certification program: the Delphi approachJ. Wey Chen. 257-261 [doi]
- A software rotation for professional teachersPhilip L. Miller. 262-267 [doi]
- Algorithms and proofs: mathematics in the computing curriculumNewcomb Greenleaf. 268-272 [doi]
- Discrete mathematics for computer science majors - where are we? How do we proceed?William A. Marion. 273-277 [doi]
- Implementing a GKS-like graphics package on a microcomputerMichael K. Mahoney. 278-282 [doi]
- Teaching introductory and advanced computer graphics using micro-computersG. Scott Owen. 283-287 [doi]