Table of Contents

• Songs and the analysis of algorithmsDarrah Chavey. 4-8 [doi]
• Derivation of recursive algorithms for CS2Richard T. Denman. 9-13 [doi]
• Parallel and distributed algorithms: laboratory assignments in Joyce/LindaBruce S. Elenborgen. 14-18 [doi]
• Successfully integrating traditional and object-oriented approaches with Ada 95James H. Cross II, Thomas M. Phillips. 19-23 [doi]
• Teaching inheritance versus inclusion to first year computer science studentsKenneth A. Reek. 24-26 [doi]
• Toward a first course based on object-oriented patternsEugene Wallingford. 27-31 [doi]
• On the retention of female computer science studentsMei-Ling L. Liu, Lori Blanc. 32-36 [doi]
• An unlevel playing field: women in the introductory computer science coursesMarian Gunsher Sackrowitz, Ann Parker Parelius. 37-41 [doi]
• Viewing video-taped role models improves female attitudes toward computer scienceGloria Childress Townsend. 42-46 [doi]
• Developing the VLSI laboratory for the computer architecture courseArturo I. Concepcion, David R. Millican. 47-52 [doi]
• A system-based sequence of closed labs for computer systems organizationBrenda C. Parker, Peter G. Drexel. 53-57 [doi]
• CANLOGS: a logic gate simulator for all seasonsR. Mark Meyer. 58-62 [doi]
• Home-study software: flexible, interactive, and distributed software for independent studyChristopher Connelly, Alan W. Biermann, David Pennock, Peter Wu. 63-67 [doi]
• Teaching OLE automation: a problem-based learning approachRaymond P. Kirsch. 68-72 [doi]
• A supplementary package for distance education students studying introductory programmingTanya J. McGill, Valerie Hobbs. 73-77 [doi]
• Object-centered design: a five-phase introduction to object-oriented programming in CS1-2Joel C. Adams. 78-82 [doi]
• An object-oriented program development environment for the first programming courseMichael Kölling, John Rosenberg. 83-87 [doi]
• The joy of software - starting with objectsMark Woodman, Gordon Davies, Simon Holland. 88-92 [doi]
• Preparation for research: instruction in interpreting and evaluating researchAlan David Fekete. 93-97 [doi]
• Teaching ethical issues in computer science: what worked and what didn tKay G. Schulze, Frances S. Grodzinsky. 98-101 [doi]
• Teaching computer science: experience from four continentsMats Daniels, Judith Gal-Ezer, Ian Sanders, G. Joy Teague. 102-106 [doi]
• Internet-accessible information retrieval tools for advanced DB/IR coursesSally Jo Cunningham. 107-111 [doi]
• Database theory in practice: learning from cooperative group projectsSuzanne W. Dietrich, Susan Darling Urban. 112-116 [doi]
• The INGRES Tutorial as a tool in teaching database theory (or, I can t believe it s not training)Don Goelman. 117-119 [doi]
• Applying TQM in the computer science classroomLinda M. Null. 120-124 [doi]
• A software infrastructure to support introductory computer science coursesKenneth A. Reek. 125-129 [doi]
• YAP3: improved detection of similarities in computer program and other textsMichael J. Wise. 130-134 [doi]
• Dancing with DynaLab: endearing the science of computing to studentsChristopher M. Boroni, Torlief J. Eneboe, Frances W. Goosey, Jason A. Ross, Rockford J. Ross. 135-139 [doi]
• Using the Swan data structure visualization system for computer science educationClifford A. Shaffer, Lenwood S. Heath, Jun Yang. 140-144 [doi]
• Creating Windows applications using Borland s OWL classesLaszlo Szuecs. 145-149 [doi]
• Inspections of formal specificationsThomas B. Hilburn. 150-154 [doi]
• Teaching formal programming to first year computer science studentsHenry McLoughlin, Kevin Hely. 155-159 [doi]
• Web-based laboratories in the introductory curriculum enhance formal methodsRhys Price Jones, Fritz Ruehr, Richard M. Salter. 160-164 [doi]
• A simple student environment for lightweight process concurrent programming under SunOsToby Berk. 165-169 [doi]
• After you, Alfonse: a mutual exclusion toolkitWilliam L. Bynum, Tracy Camp. 170-174 [doi]
• CALOS: an experiment with computer-aided learning for operating systemsMurray W. Goldberg. 175-179 [doi]
• Using inheritance to implement concurrencyMordechai Ben-Ari. 180-184 [doi]
• Thinking about binary trees in an object-oriented worldA. Michael Berman, Robert C. Duvall. 185-189 [doi]
• Blue - language for teaching object-oriented programmingMichael Kölling, John Rosenberg. 190-194 [doi]
• A methodology for active, student-controlled learning: motivating our weakest studentsCurtis A. Carver, Richard A. Howard, William D. Lane. 195-199 [doi]
• Perspectives on assessment through teaching portfolios in computer scienceJames D. Kiper, Valerie V. Cross, Diane Delisio, Ann E. Kelley Sobel, Douglas Troy. 200-203 [doi]
• Writing across the computer science curriculumHarriet J. Fell, Viera K. Proulx, John Casey. 204-209 [doi]
• Software engineering emphasis in advanced coursesMassood Towhidnejad, James R. Aman. 210-213 [doi]
• Nightmare on Westwood Avenue: product development laboratory: success, failure, both, neither???Mary Lou Dorf, Gerald R. Heuring. 214-216 [doi]
• Explaining inheritance: a code reusability perspectiveRobert Biddle, Ewan D. Tempero. 217-221 [doi]
• Discovery learning in computer scienceDoug Baldwin. 222-226 [doi]
• Felder s learning styles, Bloom s taxonomy, and the Kolb learning cycle: tying it all together in the CS2 courseRichard A. Howard, Curtis A. Carver, William D. Lane. 227-231 [doi]
• Object-orientation and the principles of learning theory: a new look at problems and benefitsTim DeClue. 232-236 [doi]
• Integrating collaborative problem solving throughout the curriculumRoy J. Daigle, Michael V. Doran, J. Harold Pardue. 237-241 [doi]
• Documentation standards in the undergraduate computer science curriculumRenée A. McCauley, Ursula Jackson, Bill Z. Manaris. 242-246 [doi]
• Requirements for a computer science curriculum emphasizing information technology: subject area curriculum issuesCharles Reynolds, Christopher J. Fox. 247-251 [doi]
• Comparison of student success in Pascal and C-language curriculumsRichard F. Gilberg, Behrouz A. Forouzan. 252-255 [doi]
• Efficiency of algorithms for programming beginnersDavid Ginat. 256-260 [doi]
• The Pascal TrainerAdam Brooks Webber. 261-265 [doi]
• Using iterative enhancement in undergraduate software engineering coursesDavid H. Hutchens, Elizabeth E. Katz. 266-270 [doi]
• Experience integrating a formal method into a software engineering courseAnn E. Kelley Sobel. 271-274 [doi]
• Supporting software engineering education with a local Web siteVal E. Veraart, S. L. Wright. 275-279 [doi]
• Lecture supporting system by using e-mail and WWWTomohiro Nishida, Akinori Saitoh, Yoshihiro Tsujino, Nobuki Tokura. 280-284 [doi]
• Webucation: using the Web as a classroom toolJohn T. Paxton. 285-289 [doi]
• WWW interactive learning environments for computer science educationDavid Carlson, Mark Guzdial, Colleen M. Kehoe, Viren Shah, John T. Stasko. 290-294 [doi]
• Designing closed laboratories for a computer science courseAlan David Fekete, Tony Greening. 295-299 [doi]
• Thetis: an ANSI C programming environment designed for introductory useStephen N. Freund, Eric S. Roberts. 300-304 [doi]
• Tools for visual exploration of scope and parameter passing in a programming languages courseThomas L. Naps, Jeremy Stenglein. 305-309 [doi]
• A semester project for CS1Catherine C. Bareiss. 310-314 [doi]
• Emphasizing design in CS1Martin L. Barrett. 315-318 [doi]
• The quest for excellence in designing CS1/CS2 assignmentsTodd J. Feldman, Julie Zelenski. 319-323 [doi]
• A computer science undergraduate specialization in telecommunications and computer networkingAnthony C. L. Barnard, Barrett R. Bryant, Warren T. Jones, Kevin D. Reilly. 324-328 [doi]
• Protocols and network architecture: a first course in data communications and computer networksTerry Grygiel, Aaron Myers, Greg Arnold, William Breen. 329-332 [doi]
• User-level distributed file systems projectsChris McDonald. 333-337 [doi]
• The first programming paradigm and language dilemmaSusan S. Brilliant, Timothy R. Wiseman. 338-342 [doi]
• Multiple paradigms in CS IChuck Leska, John Barr, Laurie A. Smith King. 343-347 [doi]
• Fork diagrams for teaching selection in CS IAmruth N. Kumar. 348-352 [doi]
• The EOS laboratory environment for a course in operating systemsCarl Erickson. 353-357 [doi]
• Three-dimensional computation visualization for computer graphics rendering algorithmsDavid A. Goldman, Richard R. Eckert, Maxine S. Cohen. 358-362 [doi]
• Image processing as an exemplar of parallelism applied to graphicsHarry F. Smith, Patrick Plusnick, Mark E. Sarojak, William Seitz. 363-367 [doi]
• The computer science fair: an alternative to the computer programming contestSue Fitzgerald, Mary Lou Hines. 368-372 [doi]
• Activities to attract high school girls to computer scienceSusan H. Rodger, Ellen Lowenfeld Walker. 373-377 [doi]
• Computer programming in high school vs. collegeMartina Schollmeyer. 378-382 [doi]