Abstract is missing.
- AAA and CS 1: the applied apprenticeship approach to CS 1Owen L. Astrachan, David Reed. 1-5 [doi]
- A top-down approach to teaching programmingMargaret M. Reek. 6-9 [doi]
- Teaching computer science concepts and problem solving with a spreadsheetMary Veronica Kolesar, Vicki H. Allan. 10-13 [doi]
- Using expert systems to understand object-oriented behaviorYonglei Tao. 14-18 [doi]
- Object-oriented simulation of computer architectures using C++Richard J. Reid. 19-23 [doi]
- Removing implementation details from C++ class declarationsMark R. Headington. 24-28 [doi]
- DYNALAB: a dynamic computer science laboratory infrastructure featuring program animation (abstract)Michael R. Birch, Christopher M. Boroni, Frances W. Goosey, Samuel D. Patton, David K. Poole, Craig M. Pratt, Rockford J. Ross. 29-33 [doi]
- Experiencing the codesign process: Microcomputer Systems II laboratoryJohn K. Estell, Thomas A. Owen. 34-38 [doi]
- Socket programming in the data communications laboratoryWilliam E. Toll. 39-43 [doi]
- Using an internal internship to enhance computer science education in a two-year collegeNorman Cohen, Wanda Dann. 44-47 [doi]
- Using undergraduates as teaching assistants in introductory programming courses: an update on the Stanford experienceEric Roberts, John Lilly, Bryan Rollins. 48-52 [doi]
- Training computer science teaching assistants: a seminar for new TAsDavid G. Kay. 53-55 [doi]
- Teaching dynamic programming techniques using permutation graphsY. Daniel Liang. 56-60 [doi]
- Solving a problem using cooperating data structuresAli A. Kooshesh. 61-65 [doi]
- Achieving a uniform interface for binary tree implementationsChaya Gurwitz. 66-70 [doi]
- A laboratory for teaching parallel computing on parallel structuresLan Jin, Lan Yang. 71-75 [doi]
- A data-parallel programming library for education (DAPPLE)David Kotz. 76-81 [doi]
- XDP: a simple library for teaching a distributed programming moduleDavid M. Arnow. 82-86 [doi]
- Watson: a modular software environment for introductory computer science educationMichael B. O Neal, Barry L. Kurtz. 87-91 [doi]
- A goal-oriented approach to laboratory development and implementationBrenda C. Parker, John D. McGregor. 92-96 [doi]
- Design and implementation of a generalized problem solving assistant for algorithm developmentBarry L. Kurtz, Unmesh S. Mayekar, Michael B. O Neal. 97-101 [doi]
- Youngster: a simplified introduction to computing: removing the details so that a child may programScott D. Studer, James Taylor, Ken Macie. 102-105 [doi]
- Computer-related judgements of computer professionals and studentsMargaret Anne Pierce, John W. Henry. 106-110 [doi]
- Latest developments in the killer robot computer ethics scenarioRichard Gary Epstein. 111-115 [doi]
- A successful five-year experiment with a breadth-first introductory courseDonald J. Bagert, William M. Marcy, Ben A. Calloni. 116-120 [doi]
- A joint first year program for computer science and information systemsJan L. Harrington, Helen M. Hayes. 121-125 [doi]
- A domain centered curriculum: an alternative approach to computing educationIraj Hirmanpour, Thomas B. Hilburn, Andrew J. Kornecki. 126-130 [doi]
- Integrating parallel algorithm design with parallel machine modelsLan Yang, Lan Jin. 131-135 [doi]
- Decision points in the introduction of parallel processing into the undergraduate curriculumWilliam E. Toll. 136-140 [doi]
- Parallel threads: parallel computation labs for CS 3 and CS 4Robert M. Harlan, Joseph G. Akulis. 141-145 [doi]
- O.S. bridge between academia and realityAlfredo de J. Perez-Davila. 146-148 [doi]
- A low-tech introduction to operating systemsSelmer Moen. 149-153 [doi]
- Microkernels: a submodule for a traditional operating systems courseTracy Camp, Glen Oberhauser. 154-158 [doi]
- An environment for interpreter-based programming language projectsJohn Barr, Laurie A. Smith King. 159-162 [doi]
- A C-based graphics library for CS1Eric S. Roberts. 163-167 [doi]
- CAP: an automated self-assessment tool to check Pascal programs for syntax, logic and style errorsTom Schorsch. 168-172 [doi]
- Requirements for a first year object-oriented teaching languageMichael Kölling, Bett Koch, John Rosenberg. 173-177 [doi]
- Old dogs, new tricksMary Jane Willshire. 178-181 [doi]
- Centralized mindset: a student problem with object-oriented programmingMark Guzdial. 182-185 [doi]
- Integrating introductory courses in computer graphics and animationDino Schweitzer, Tom Appolloni. 186-190 [doi]
- Inexpensive advanced graphics applications for the C.S. majors graphics classLee H. Tichenor. 191-194 [doi]
- Visual analysis: adding breadth to a computer graphics courseAndrew Sears, Rosalee Wolfe. 195-198 [doi]
- Creating an authentic learning experience in introductory programming coursesNira Herrmann, Jeffrey L. Popyack. 199-203 [doi]
- Restructuring the introductory computer science course for engineersJoseph M. Lambert. 204-208 [doi]
- An entry-level course in computational engineering and scienceJoseph L. Zachary, Christopher R. Johnson, Eric Eide, Kenneth W. Parker. 209-213 [doi]
- Integrating a breadth-first curriculum with relevant programming projects in CS1/CS2Ronald E. Wilson. 214-217 [doi]
- A cognitive-based approach to introductory computer science courses: lesson learnedMichael V. Doran, David D. Langan. 218-222 [doi]
- A three paradigm first course for CS majorsJuris Reinfelds. 223-227 [doi]
- Executing an SECD machine using logic programmingKenneth Slonneger. 228-232 [doi]
- A visual simulator for a simple machine and assembly languageB. Lewis Barnett III. 233-237 [doi]
- A microprogram simulator and compiler for an enhanced version of Tanenbaum s MIC-1 machineJohn L. Donaldson. 238-242 [doi]
- Software engineering, C++, and WindowsMartin Osborne. 243-247 [doi]
- An experiment in learning about basic information system conceptsAtika Laribi, Michel Léonard, Olivier Parchet. 248-252 [doi]
- Software reuse and object-oriented software engineering in the undergraduate curriculumRajiv Tewari. 253-257 [doi]
- Structured design for CS1David L. Parker. 258-262 [doi]
- Loop invariants and mathematical gamesDavid Ginat. 263-267 [doi]
- Loop exits and structured programming: reopening the debateEric S. Roberts. 268-272 [doi]
- Enhancing generic skills in the computer organization courseAlan Fekete. 273-277 [doi]
- An interactive lecture approach to teaching computer scienceSusan H. Rodger. 278-282 [doi]
- A novel approach to teaching artificial intelligenceJohn T. Paxton. 283-286 [doi]
- Computer science projects with musicRoy S. Rubinstein. 287-291 [doi]
- Experiences with Mosaic for legacy projectsJ. Morgan Morris. 292-296 [doi]
- Active use of hypertext to aid learning and classroom instructionThomas Moore. 297-301 [doi]
- Introducing formal methods through role-playingNeville Dean, Michael G. Hinchey. 302-306 [doi]
- Rigorous proofs of program correctness without formal logicJ. R. Jefferson Wadkins. 307-311 [doi]
- Integrating a formal specification course with a software projects course via an editing toolRose F. Gamble. 312-316 [doi]
- Modula-2 versus C++ as a first programming language - some empirical resultsMartin Hitz, Marcus Hudec. 317-321 [doi]
- On using C++ and object-orientation in CS1: the message is still more important than the mediumMichael R. Wick. 322-326 [doi]
- A new scheme for reinforcing concepts in CS2Dave A. Berque, Gloria Childress Townsend. 327-330 [doi]
- Logic programming based curriculum for high school students: the use of abstract data typesZahava Scherz, Bruria Haberman. 331-335 [doi]
- Solid modeling with SchemeEdward C. Martin. 336-339 [doi]
- TIC-TAC-TOE: introducing expert systems to middle school studentsRobert A. Pilgrim. 340-344 [doi]
- Parser visualizations for developing grammars with yaccMona E. Lovato, Michael F. Kleyn. 345-349 [doi]
- Teaching elementary queueing theory with a computer algebra systemSue Fitzgerald, Jerry Place. 350-354 [doi]
- Teaching a modern numerical analysis courseJames L. Noyes. 355-359 [doi]
- Where have the women gone and how do we keep them from going? (panel)Sandra Honda Adams, Rachel D. Isles, Louise Moses, Domenick J. Pinto, Frances L. Van Scoy. 360-361 [doi]
- Computational science, parallel and high performance computing in undergraduate education (abstract)Thomas L. Marchioro, Joseph L. Zachary, D. E. Stevenson, Ignatios Vakalis, Leon Tabak. 362-363 [doi]
- The effective integration of software engineering principles throughout the undergraduate computer science curriculum (abstract)Renée A. McCauley, Clark B. Archer, Nell B. Dale, Rym Mili, James Robergé, Harriet G. Taylor. 364-365 [doi]
- Ethical and professional issues in computing (abstract)Mary Dee Medley, Kay G. Schulze, Bob Riser, Rebekah L. Tidwell. 366-367 [doi]
- Alternative teaching strategies in CS I: supporting diversity (abstract)Dorothy Deremer, Gail T. Finley, Lynn Ziegler, Doug Baldwin, Gordon Stegink. 368-369 [doi]
- Using visual demonstrations to teach computer science (abstract)Scott B. Grissom, Thomas L. Naps, Rocky Ross, Dalton Hunkins, Susan H. Rodger, Dino Schweitzer. 370-371 [doi]
- The non-traditional student in computing: characteristics, needs and experiences (abstract)Barbara Boucher Owens, Gene Bailey, Shelly Heller, Ted Mims, Laurie White. 372-373 [doi]
- Changes in the advanced placement computer science course: case studies and C++ (panel)Christopher H. Nevison, Joe Kmoch, Robert E. Noonan, Tim Corica, Sarah Fix, David G. Kay. 374-375 [doi]
- Every seventh year: sabbatical opportunities (abstract)Danielle R. Bernstein, Bill Marion, Catherine M. Ricardo, G. Joy Teague, Lee Wittenberg. 376-377 [doi]
- The computer science major within a liberal arts environment (abstract)Henry MacKay Walker, Nancy Baxter, Robert D. Cupper, G. Michael Schneider. 378-379 [doi]
- A proposed curriculum in information science (abstract)Michael C. Mulder, Gordon B. Davis, John T. Gorgone, David L. Feinstein, Doris K. Lidtke. 380-381 [doi]
- Approaches to teaching computer graphics (abstract)Scott B. Grissom, Bill Kubitz, Jack Bresenham, G. Scott Owen, Dino Schweitzer. 382-383 [doi]
- Teaching as a logic tool (abstract)David Gries, Fred B. Schneider, Joan Krone, J. Stanley Warford, J. Peter Weston. 384-385 [doi]
- Visions of breadth in introductory computing curricula (abstract)Doug Baldwin, Jerry Mead, Keith Barker, Allen B. Tucker, Lynn Ziegler. 386-387 [doi]
- Revitalizing the computer science course for non-majors (abstract)Barry Burd, J. Glenn Brookshear, Rick Decker, Frances G. Gustavson, Mildred D. Lintner, Greg W. Scragg. 388-389 [doi]
- Data communications in the undergraduate computer science curriculum (abstract)Ron Classen, Larry Hughes, Elizabeth Leboffe, Wayne Smith. 390-391 [doi]
- Proposed joint ACM/DPMA/AIS undergraduate information systems degree curriculum model (abstract)John Werth, John T. Gorgone, Gordon B. Davis, David L. Feinstein, Herbert E. Longenecker Jr., George M. Kasper. 392-393 [doi]
- Creating self-paced courses for CS majors and non-majorsGerald L. Boerner, Carol Backer Stoker. 394-395 [doi]
- Using multimedia technology: different approaches and controversial issues (panel)Gayle J. Yaverbaum, Eric W. Stein, Russell C. Kick, F. Stuart Wells. 396-397 [doi]
- Formal methods in the undergraduate computer science curriculum (abstract)Henry MacKay Walker, H. Conrad Cunningham, Ruth Davis, Douglas R. Troeger. 398-399 [doi]
- Collaborative learning in undergraduate information science education (abstract)Michael C. Mulder, Jane Chu Prey, Jimmie E. Haines, Doris K. Lidtke. 400-401 [doi]
- Organizing a team for the ACM programming contest (abstract)Donald J. Bagert, Barbara Boucher Owens. 402 [doi]