Table of Contents

• A methodology for teaching an integrated computer science curriculumJohn T. Paxton, Rockford J. Ross, J. Denbigh Starkey. 1-5 [doi]
• Integrating depth first and breadth first models of computing curriculaRussell L. Shackelford, Richard J. LeBlanc. 6-10 [doi]
• New directions in the introductory computer science curriculumAllen B. Tucker, Peter Wegner. 11-15 [doi]
• Assessing the software process maturity of software engineering coursesJames S. Collofello, Manmahesh Kantipudi, Mark A. Kanko. 16-20 [doi]
• Teaching a first course on data structures: a software engineering approachRym Mili, Ali Mili. 21-25 [doi]
• Teaching parallel programming and software engineering concepts to high school studentsAdam Rifkin. 26-30 [doi]
• The Automated Student Advisor: a large project for expert systems coursesRobert M. Harlan. 31-35 [doi]
• A repository that supports teaching and cooperation in the introductory AI courseGiorgio P. Ingargiola, Nathan Hoskin, Robert M. Aiken, Rajeev V. Dubey, Judith D. Wilson, Mary-Angela Papalaskari, Margaret Christensen, Roger Webster. 36-40 [doi]
• The philosophy of artificial intelligence: a general studies course with particular benefits to computer science majorsPaul A. Luker, Dennis Rothermel. 41-45 [doi]
• An object-oriented approach to algorithm visualization - easy, extensible, and dynamicThomas L. Naps, Brian Swander. 46-50 [doi]
• The top 10 reasons why object-oriented programming can t be taught in CS 1Rick Decker, Stuart Hirshfield. 51-55 [doi]
• There s more to OOP than syntax!Paul A. Luker. 56-60 [doi]
• From animation to analysis in introductory computer scienceRichard Rasala, Viera K. Proulx, Harriet J. Fell. 61-65 [doi]
• Using literate programming to teach good programming practicesStephen Shum, Curtis R. Cook. 66-70 [doi]
• From specific problem instances to algorithms in the introductory courseLisa M. Levy Kortright. 71-75 [doi]
• Instructional uses of demonstration disksWilliam Myers. 76-79 [doi]
• CSI closed lab vs. open lab experimentMack Thweatt. 80-82 [doi]
• The KLYDE workbench for studying experimental algorithm analysisDave A. Berque, Jeff Bogda, Brian Fisher, Tim Harrison, Nick Rahn. 83-87 [doi]
• Introducing computer concepts to novices by practical immersionJohn R. Rabung. 88-91 [doi]
• An integrated, software-based approach to teaching introductory computer programmingNira Herrmann, Jeffrey L. Popyack. 92-96 [doi]
• Two years of The Digital World : portable courseware for technological literacyBarry S. Fagin. 97-101 [doi]
• Professional literacy: labs for advanced programming coursesHenry A. Etlinger, Michael J. Lutz. 102-105 [doi]
• Using laboratories to teach software engineering principles in the introductory computer science curriculumJames Robergé, Candice Suriano. 106-110 [doi]
• Team dynamics in student programming projectsThomas J. Scott, Lee H. Tichenor, Ralph B. Bisland Jr., James H. Cross II. 111-115 [doi]
• Derivation of programs for freshmenRichard T. Denman, David A. Naumann, Walter Potter, Gary Richter. 116-120 [doi]
• Towards an introductory formal programming courseKung-Kiu Lau, Vicky J. Bush, Pete J. Jinks. 121-125 [doi]
• Finite state machine simulation in an introductory labRyan L. McFall, Herbert L. Dershem. 126-130 [doi]
• A new perspective on teaching computer literacyMichael Goldweber, John Barr, Chuck Leska. 131-135 [doi]
• Tutorial-based teaching of introductory programming classesJoseph L. Zachary. 136-140 [doi]
• Teaching programming to liberal arts students: using loop invariantsDavid M. Arnow. 141-144 [doi]
• Accreditation: does it enhance quality?Evelyn P. Rozanski. 145-149 [doi]
• Computer science needs an insight-based curriculumGreg W. Scragg, Doug Baldwin, Hans Koomen. 150-154 [doi]
• Undergraduate computer science education: a new curriculum philosophy & overviewJohn C. Knight, Jane C. Prey, William A. Wulf. 155-159 [doi]
• Computing laboratories and the small community college: defining the directed computing laboratory in the small college computing environmentRobert L. Tureman Jr.. 160-163 [doi]
• Concepts in the classroom, programming in the labRobert Geitz. 164-168 [doi]
• A software development process laboratory for CS1 and CS2S. Ron Oliver, John Dalbey. 169-173 [doi]
• NetCp - a project environment for an undergraduate computer networks courseDavid Finkel, Surendar Chandra. 174-177 [doi]
• Simulation in computer organization: a goals based studyDavid Magagnosc. 178-182 [doi]
• Reprogrammable hardware for educational purposesMichael Gschwind. 183-187 [doi]
• ICONIC programming in BACCII vs. textual programming: which is a better learning environment?Ben A. Calloni, Donald J. Bagert. 188-192 [doi]
• The lecturer s assistantChris Buckalew, Alan Porter. 193-197 [doi]
• A framework for CS1 and CS2 laboratoriesWilliam A. Waller. 198-202 [doi]
• GATutor: a graphical tutorial system for genetic algorithmsCharles Prince, Roger L. Wainwright, Dale A. Schoenefeld, Travis Tull. 203-207 [doi]
• LLparse and LRparse: visual and interactive tools for parsingStephen A. Blythe, Michael C. James, Susan H. Rodger. 208-212 [doi]
• Dynamic programming for pennies a dayPatrick Heck. 213-217 [doi]
• Integrating mathematics and programming into a three tiered model for computer science educationUrsula Wolz, Edward Conjura. 223-227 [doi]
• Intractability: a geometric representationSami Khuri. 228-232 [doi]
• A software engineering frosting on a traditional CS-1 courseJudith L. Gersting. 233-237 [doi]
• Self-reference is an illustrative essentialOwen L. Astrachan. 238-242 [doi]
• Attracting (& keeping) the best and the brightest: an entry-level course for experienced introductory studentsKim B. Bruce. 243-247 [doi]
• Preparing programming teachersBarbara Kushan. 248-252 [doi]
• A seminar course in computer ethicsDebra A. Lelewer. 253-257 [doi]
• A psychological perspective on gender differences in computing participationValerie A. Clarke, G. Joy Teague. 258-262 [doi]
• Assessing student s critical thinking skills and attitudes toward computer scienceThomas Moore, Michael R. Wick, Blaine Peden. 263-267 [doi]
• Developing writing skills in computer science studentsMarguerite Hafen. 268-270 [doi]
• An undergraduate research program in multi-paradigm software designAntonio M. Lopez Jr., Kenneth C. Messa Jr.. 271-275 [doi]
• Developing an undergraduate software engineering program in a liberal arts collegePaul T. Tymann, Doug Lea, Rajendra K. Raj. 276-280 [doi]
• eText: an interactive environment for learning parallel programmingAdam Rifkin. 281-285 [doi]
• Teaching C++ to high school studentsDavid Finkel, Chet Hooker, Scott Salvidio, Mark Sullivan, Christopher Thomas 0002. 286-289 [doi]
• A three-fold introduction to computer scienceDoug Baldwin, Greg W. Scragg, Hans Koomen. 290-294 [doi]
• Teaching a hierarchical model of computation with animation software in the first courseAlan W. Biermann, Amr F. Fahmy, Curry I. Guinn, David Pennock, Dietolf Ramm, Peter Wu. 295-299 [doi]
• Teaching EBNF first in CS 1Richard E. Pattis. 300-303 [doi]
• Collaborative learning in an introductory computer science courseRoberta Evans Sabin, Edward P. Sabin. 304-308 [doi]
• Peer learning in an introductory computer science courseCraig E. Wills, David Finkel, Michael A. Gennert, Matthew O. Ward. 309-313 [doi]
• Reciprocal peer reviewsSarah L. Sullivan. 314-318 [doi]
• On object-oriented libraries in the undergraduate curriculum: importance and effectivenessRajiv Tewari, David Gitlin. 319-323 [doi]
• Introducing undergraduates to object orientation using the Turing languageRichard C. Holt. 324-328 [doi]
• Engaging students and teaching modern concepts: literate, situated, object-oriented programmingGlenn Meter, Philip Miller. 329-333 [doi]
• The art and science of computer graphics: a very depth-first approach to the non-majors courseDonald H. House, David Levine. 334-338 [doi]
• Understanding the bottom-up SLR parserSami Khuri, Jason Williams. 339-343 [doi]
• Animating operating systems algorithms with XTANGOStephen J. Hartley. 344-348 [doi]
• The development of a multi-processor personal computer in a senior computer design laboratoryConstantine Katsinis. 349-352 [doi]
• Introducing parallel processing concepts using the MASPAR MP-1 computerR. James Duckworth. 353-356 [doi]
• NSF supported projects: parallel computation as an integrated component in the undergraduate curriculum in computer scienceDavid J. John. 357-361 [doi]
• The creation and use of scoring standards (rubrics): experiences with the advanced placement computer science exam (abstract)Joe Kmoch, Mark Stehlik. 362-363 [doi]
• New models for the CS1 course: what are they and are they leading to the same place?Barbara Boucher Owens, Robert D. Cupper, Stuart Hirshfield, Walter Potter, Richard M. Salter. 364-365 [doi]
• Using graphical presentation techniques in closed laboratory exercises (abstract)Viera K. Proulx, Harriet J. Fell, Richard Rasala, Johannes A. G. M. Koomen, Carol W. Wilson. 366 [doi]
• Too few women! Too few minorities! What can we do? (abstract)Louise E. Moses, Rachell D. Isles, Frances Grundy, Danielle R. Bernstein, Valerie A. Clarke, G. Joy Teague. 367-368 [doi]
• Describing the CS forest to undergraduates (abstract)Henry MacKay Walker, Kim B. Bruce, James Bradley, Tom Whaley. 369-370 [doi]
• Case studies in the advanced placement computer science curriculum (abstract)Gail Chapman, Sarah Fix, Owen L. Astrachan, Joseph W. Kmoch, Michael J. Clancy. 371 [doi]
• Opportunities in international teacher exchanges (abstract)Dale Shaffer, George J. Davis, Keith Jolly, Martyn Roberts, Miriam Roy. 372 [doi]
• Tutorial introduction to Ada 9X (abstract)Dave Cook, Eugene Bingue. 373 [doi]
• Themes and tapestries: a diversity of approaches to computer science for liberal arts studentsDavid Arnow, Owen L. Astrachan, James D. Kiper, Robert Workman, Paula A. Whitlock, Brent Auernheimer, John E. Rager. 374-375 [doi]
• Creating an I-CASE environment: pitfalls and promises (abstract)Mary J. Granger, Mary R. Vorgert, Joyce Currie Little, Lois Zells. 376-377 [doi]
• Tutorial-formal methods in the first course (abstract)Douglas R. Troeger. 378 [doi]
• An industry perspective on computer science accreditation (abstract)John Impagliazzo, J. Dennis Bjornson, Dennis J. Frailey, Jeanette Horan, Gerald H. Thomas. 379-380 [doi]
• Automated grading assistance for student programsDavid G. Kay, Terry Scott, Peter Isaacson, Kenneth A. Reek. 381-382 [doi]
• Using C++ in CS1/CS2A. Michael Berman, Rick Decker, Dung X. Nguyen, Richard J. Reid, Eugene Wallingford. 383-384 [doi]
• Teaching Ada by the book: the pedagogy of Ada in CS1John W. McCormick, Fintan Culwin, Nicholas J. DeLillo, Michael B. Feldman, Richard E. Pattis, Walter J. Savitch. 385-386 [doi]
• Multimedia across the disciplinesSteven Epstein, Marla Fischer, Forouzan Golshani, Catherine Ricardo. 387-388 [doi]
• Teaching ethics in IS courses (abstract): everything you always wanted to know but were afraid to askErnest A. Kallman, John P. Grillo. 389 [doi]
• Scaling up computer science with efficient learning (abstract)Sandra DeLoatch, Ernest C. Ackermann, John I. A. Urquhart, Lynn Ziegler. 390-391 [doi]
• Organizational issues in teaching project-oriented software engineering courses (abstract)Renée A. McCauley, Evans J. Adams, Donald Gotterbarn, Linda M. Northrop, Hossein Saiedian, Stuart H. Zweben. 392-393 [doi]
• A tale of two high school computer science programs and how the ACM model high school computer science curriculum may shape their future (abstract)David W. Brown, Michael A. Sheets, Randy L. Myers, Jeremy A. Freed, Allan Cameron, Patricia Amavisca, Theresa Cuprak, Brian Pollack, Chris Stephenson. 394-395 [doi]
• Object-oriented programming (abstract): how to scale up CS 1Stuart Hirshfield, Owen L. Astrachan, John Barr, Karen Donnelly, David Levine, Mark McGinn. 396 [doi]
• Handling interpersonal issues for student team projectsThomas J. Scott, Ralph B. Bisland Jr., Lee H. Tichenor, James H. Cross II. 397-398 [doi]
• Teaching parallel computing on a message-passing architecture (abstract)Chris Nevison. 399 [doi]
• The future of programming instruction (abstract)Philip Miller, Michael J. Clancy, Andrea A. diSessa, Jeremy Roschelle, Michael Eisenberg, Mark Guzdial, Elliot Soloway, Mitchel Resnick. 400 [doi]
• Assessment in computer science (abstract)James Caristi, Nell B. Dale, Bill Marion, A. Joe Turner. 401-402 [doi]
• Articulation: who needs it? your students do! (abstract)Karl J. Klee, Richard H. Austing, Robert D. Campbell, Joyce Currie Little. 403 [doi]
• A laboratory to support a first course in data communications using personal computers and Turbo Pascal (abstract)Wayne D. Smith. 404 [doi]
• Class testing the breadth-first curriculum: summary results for courses I-IV (abstract)Keith Barker, Andrew P. Bernat, Robert D. Cupper, Charles Kelemen, Allen B. Tucker. 405-406 [doi]
• An environment for CS integrating hypertext, program design and language facilities (abstract)Wendy A. Lawrence-Fowler, Richard H. Fowler. 407 [doi]
• A scalable approach to integrating object oriented programming into the undergraduate liberal arts curriculum (abstract)David Hastings. 407 [doi]
• A practical approach for teaching reuse in a data structures course using Ada (abstract)Akhtar Lodgher, Hisham Al-Haddad. 407 [doi]
• Teaching parallel computing with Multi-Pascal (abstract)Peter G. Jessup. 408 [doi]
• Computer science lecture room demonstration experiment in event counting (abstract)David K. Walker, Hamid Chahryar, James W. Moore, David S. Tucker. 408 [doi]
• Visualization of sorting algorithms (abstract)Myles F. McNally. 408 [doi]
• A target tracking system applied to swimming rats: an interdisciplinary project in computer science and psychology (abstract)Jim Green, Stacey B. Zaremba. 408 [doi]
• Using the TOPAS solid modeling and animation system to animate science models (abstract)Anthony D. Berard Jr.. 409 [doi]
• Using profiling to analyze algorithms (abstract)Daniel E. Nohl. 409 [doi]
• A resource for research in computer science education: the CSedRes toolbox (abstract)Vicki L. Almstrum, Cheng-Chih Wu, Debra Burton. 409 [doi]
• In pursuit of parallelism (abstract)Harry F. Smith. 409 [doi]
• High school participation in the Association for Computing Machinery (abstract)David W. Brown. 410 [doi]
• The role of gender in high school computer mediated communication (abstract)Matthew A. Ford, Elise N. Cassidente, J. Suzanne Rothrock, David W. Brown, Daniel Miller. 410 [doi]
• Analysis of personal mail attributes in a computer mediated communication environment (abstract)Marc W. Brooks, John R. Chang, Ryan C. Horner, David W. Brown. 410 [doi]
• Compuquake: upheaval of a virtual community (abstract)Michael A. Sheets, Michael A. Vance, Jeremy A. Freed, David W. Brown. 410 [doi]