Table of Contents

• Introducing undergraduate engineering students to laboratory automation using high-level application programsAugust E. Sapega. 1-5 [doi]
• Embedding laboratories within the computer science curriculumJames Robergé, Candice Suriano. 6-10 [doi]
• An experimental computer science laboratoryEdward C. Epp. 11-14 [doi]
• A software project for a data communication courseWilliam A. Shay. 15-20 [doi]
• VNET: a tool for teaching computer networking to undergraduatesPaul T. Tymann. 21-24 [doi]
• A network specification language and execution environment for undergraduate teachingChris McDonald. 25-34 [doi]
• Experience with the DYNAMOD program animatorRockford J. Ross. 35-42 [doi]
• Two neural network programming assignments using arraysSusan R. Wallace, F. Layne Wallace. 43-47 [doi]
• HyperTalk as an overture to CS1Elizabeth E. Katz, Hayden S. Porter. 48-54 [doi]
• HyperCard applications for teaching information systemsJane M. Fritz. 55-61 [doi]
• The impact of computer-aided software engineering on student performanceMary J. Granger, Roger Alan Pick. 62-72 [doi]
• Let s begin introducing the object-oriented paradigmMark Temte. 73-77 [doi]
• The Iliad and the WHILE loop: computer literacy in a liberal arts programDavid Arnow. 78-81 [doi]
• Algorithms and images: computer graphics as an introduction to scienceRobert Geitz. 82-86 [doi]
• Simulation and modelling with Stella: a general education courseWilliam J. Taffe. 87-91 [doi]
• A mini-course on concurrencyDavid Jackson. 92-96 [doi]
• Teaching a course in parallel processing with limited resourcesJanet Hartman, Dean Sanders. 97-101 [doi]
• Teaching the programming of parallel computersAllan L. Fisher, Thomas R. Gross. 102-107 [doi]
• Creation of a new case for LUPSort: ALTERNATINGEvan Golub, Moshe Augenstein. 108-111 [doi]
• Pictures as invariantsOwen L. Astrachan. 112-118 [doi]
• A framework for program verification in the context of linked structures and pointer variablesTom Whaley. 119-123 [doi]
• The relationship between pre-college mathematics and the undergraduate computer science curriculaVicki L. Almstrum. 124-129 [doi]
• Mathematics and computer science at odds over real numbersThomas J. Scott. 130-139 [doi]
• A project for data structures and algorithmsGary Haggard. 140-145 [doi]
• An honors course in data compressionDebra A. Lelewer, Cheng Ng. 146-150 [doi]
• A graph generation software packageRichard Johnsonbaugh, Martin Kalin. 151-154 [doi]
• Teaching concurrency in the programming languages courseDorian P. Yeager. 155-161 [doi]
• Laboratory activities for studying the formal semantics of programming languagesBarry L. Kurtz. 162-168 [doi]
• The design, implementation, and use of DSTutor: a tutoring system for denotational semanticsBarry L. Kurtz, Richard L. Oliver, Edward M. Collins. 169-177 [doi]
• An exercise in denotational semanticsKen Slonneger. 178-183 [doi]
• Integrating logic programming into a data base course: views as rules in deductive relational data basesYuksel Uckan. 184-191 [doi]
• A team-oriented, project-intensive database courseHossein Saiedian, Hassan Farhat. 192-198 [doi]
• Making files real with a virtual diskLouis A. Foster, Norman L. Hughes. 199-204 [doi]
• Integrating writing into computer science coursesLinda H. Pesante. 205-209 [doi]
• An alternative culminating experience for master s students in computer scienceJames C. McKim, Timothy O. Martyn, Roger H. Brown, Michael M. Danchak, Kathleen L. Farrell, C. William Higginbotham, Irina Ilovic, Brian J. McCartin, J. Peter Matelski. 210-218 [doi]
• The plight of a minority in computer science: an educational manifestoAmos O. Olagunju. 219-225 [doi]
• Begin-BIG an approach to the introductory computing courseJohn Motil. 226-230 [doi]
• Teaching Smalltalk as a first programming languageSuzanne Skublics, Paul White. 231-234 [doi]
• The introductory computer science courseGary H. Locklair. 235-239 [doi]
• A CYK approach to parsing in parallel: a case studyJane C. Hill, Andrew Wayne. 240-245 [doi]
• An experimental approach to a course on parallel and distributed algorithmsAhmad Ghafarian. 246-253 [doi]
• Searching in parallel: a case study with the single-source shortest path algorithmRobert M. Harlan. 254-259 [doi]
• A laboratory for teaching the development of real-time software systemsJohn A. McCormick. 260-264 [doi]
• Robotics: a closer look at microprocessor systemsCarl Steidley. 265-272 [doi]
• The design of an inexpensive undergraduate data communications laboratoryWayne D. Smith. 273-276 [doi]
• Improving the modularization ability of novice programmersFrances K. Bailie. 277-282 [doi]
• Parameter passing: the rules the students constructAnn E. Fleury. 283-286 [doi]
• A structured laboratory component for the introductory programming courseDarrah Chavey, Beloit College. 287-295 [doi]
• An industry approach to the software engineering courseJoseph M. Clifton. 296-299 [doi]
• Teaching software development in a studio environmentJames E. Tomayko. 300-303 [doi]
• A system for teaching concurrent programmingC. William Higginbotham, Ralph Morelli. 309-316 [doi]
• Utilizing a transputer laboratory and Occam2 in an undergraduate operating systems courseTed Mims, Andrzej Hoppe. 317-323 [doi]
• Using Petri nets to introduce operating system conceptsJohn M. Jeffrey. 324-329 [doi]
• User interface programming: a human-computer communication course for computer scienceSteve Cunningham. 330-336 [doi]
• Using Ada to specify and evaluate projects in a data structures courseJames L. Silver. 337-340 [doi]
• Most computer organization courses are built upside downGreg W. Scragg. 341-346 [doi]
• A multilevel simulator at the register transfer level for use in an introductory machine organization classDale Skrien, John Hosack. 347-351 [doi]
• Networking non-network applicationsDavid Doss, Bill E. Swafford. 352-357 [doi]
• Estimating execution times: a laboratory exercise for CS2William J. Collins. 358-363 [doi]
• The SEI undergraduate curriculum in software engineeringGary A. Ford. 375-385 [doi]