Table of Contents

• Getting started with computer ethicsLaurie Honour Werth. 1-5 [doi]
• Teaching ethical and social issues in CS1 and CS2Kay G. Schulze, Frances S. Grodzinsky. 6-9 [doi]
• Teaching social and ethical issues in the literacy courseJane Turk, Samuel J. Wiley. 10-14 [doi]
• A collection of tools for making automata theory and formal languages come aliveSusan H. Rodger, Anna O. Bilska, Kenneth H. Leider, Cecilia Magdalena Procopiuc, Octavian Procopiuc, Jason R. Salemme, Edwin Tsang. 15-19 [doi]
• A visual development environment for multi-lingual curriculaT. Dean Hendrix, Larry A. Barowski, James H. Cross II. 20-24 [doi]
• Using student-built algorithm animations as learning aidsJohn T. Stasko. 25-29 [doi]
• Exploring Martian planetary images: C++ exercises for CS1Harriet J. Fell, Viera K. Proulx. 30-34 [doi]
• Function objects, function templates, and passage by behavior in C++Richard Rasala. 35-38 [doi]
• Teaching OOP in C++ using an artificial life frameworkRichard E. Pattis. 39-43 [doi]
• A practical approach to reinforcing concepts in introductory operating systemsThomas D. Wagner, Eugene K. Ressler. 44-47 [doi]
• CALOS: first results from an experiment in computer-aided learning for operating systemsMurray W. Goldberg. 48-52 [doi]
• System calls and interrupt vectors in an operating systems courseMark A. Holliday. 53-57 [doi]
• Assessing computer usage patterns in a software development courseAllen S. Parrish, David Cordes, Cynthia Lester, Deanne Moore. 58-62 [doi]
• Examining student learning of computer scienceTony Greening. 63-66 [doi]
• The evolution of standards for accrediting computer science teacher preparation programsHarriet G. Taylor. 67-71 [doi]
• A model C++ tree iterator class for binary search treesRichard Rasala. 72-76 [doi]
• Testing object-oriented programs: making it simpleJohn Rosenberg, Michael Kölling. 77-81 [doi]
• The object-ownership model: a case study for inheritance and operator overloadingAdair Dingle. 82-86 [doi]
• CS0: computer science orientation courseCurtis R. Cook. 87-91 [doi]
• Inter-class synergy by designRoy J. Daigle, Marino J. Niccolai. 92-95 [doi]
• Introductory computer science for general education: laboratories, textbooks, and the InternetRyan L. McFall, Gordon Stegink. 96-100 [doi]
• Computing, diversity and community: fostering the computing cultureDanielle R. Bernstein. 101-105 [doi]
• Undergraduate women in computer science: experience, motivation and cultureAllan Fisher, Jane Margolis, Faye Miller. 106-110 [doi]
• Women in introductory computer science: experience at Victoria University of WellingtonJudy Brown, Peter Andreae, Robert Biddle, Ewan D. Tempero. 111-115 [doi]
• Classroom projects on database connectivity and the WebSub Ramakrishnan, B. Madhu Rao. 116-120 [doi]
• Integrating the practical use of a database product into a theoretical curriculumSusan Darling Urban, Suzanne W. Dietrich. 121-125 [doi]
• WinRDBI: a Windows-based relational database educational toolSuzanne W. Dietrich, Eric Eckert, Kevin Piscator. 126-130 [doi]
• Avoiding object misconceptionsSimon Holland, Robert Griffiths, Mark Woodman. 131-134 [doi]
• Object-oriented design and programming: an Eiffel, C++, and Java course for C programmersDale A. Schoenefeld. 135-139 [doi]
• Teaching with object oriented librariesNick Parlante. 140-144 [doi]
• An accelerated introductory computer science course sequence for non-traditional Master s studentsJ. Denbigh Starkey, Ray S. Babcock, Anne S. DeFrance. 145-149 [doi]
• Computer science for the artistLaurie A. Smith King, John Barr. 150-153 [doi]
• Science and engineering case studies in introductory computing courses for non-majorsDavid L. Spooner, Michael M. Skolnick. 154-158 [doi]
• Binary trees ::::á la::::STLJohn S. Mallozzi. 159-163 [doi]
• Experiences teaching data structures with JavaMark Allen Weiss. 164-168 [doi]
• The locker metaphor to teach dynamic memoryRicardo Jiménez-Peris, Cristóbal Pareja-Flores, Marta Patiño-Martínez, J. Ángel Velázquez-Iturbide. 169-173 [doi]
• A course on multimedia technology for computer science and computer engineering studentsDouglas S. Reeves. 174-178 [doi]
• A prototype for a data communications laboratoryMartin H. Levin. 179-183 [doi]
• Simulation game for teaching communications protocolsEyal Shifroni, David Ginat. 184-188 [doi]
• A Web based configuration control system for team projectsRonald Curtis. 189-193 [doi]
• Online evaluation in WWW-based coursewareLucio C. Tinoco, N. Dwight Barnette, Edward A. Fox. 194-198 [doi]
• WebLab! A universal and interactive teaching, learning, and laboratory environment for the World Wide WebRockford J. Ross, Christopher M. Boroni, Frances W. Goosey, Michael T. Grinder, Paul Wissenbach. 199-203 [doi]
• Adding some spice to CS1 curriculaGoefrey Holmes, Tony C. Smith. 204-208 [doi]
• Collaborative learning: a case study for CS1 at Grinnell College and AustinHenry MacKay Walker. 209-213 [doi]
• Tournament play in CS1Roy P. Pargas, Joe C. Lundy, John N. Underwood. 214-218 [doi]
• Improving the PVM teaching environmentChris McDonald, Kamran Kazemi. 219-223 [doi]
• Parallel programming using public domain softwareHelmar Burkhart. 224-228 [doi]
• Teaching an engineering approach for network computingEric Dillon, Carlos Gamboa Dos Santos, Jacques Guyard. 229-232 [doi]
• Application-based modules using apprentice learning for CS 2Owen L. Astrachan, Robert F. Smith, James T. Wilkes. 233-237 [doi]
• The gestalt of scientific programming: problem, model, method, implementation, assessmentJoseph L. Zachary. 238-242 [doi]
• The use of animation to explain genetic algorithmsDavid Jackson, Andrew Fovargue. 243-247 [doi]
• AnLex and AnSin: a compiler generator system for beginnersMarta Patiño-Martínez, J. Ignacio Castelló-Gómez, Ricardo Jiménez-Peris. 248-252 [doi]
• Compiling: a high-level introduction using SchemeChristopher T. Haynes. 253-257 [doi]
• Introducing fixed-point iteration early in a compiler courseMax Hailperin. 258-261 [doi]
• Iconic programming proves effective for teaching the first year programming sequenceBen A. Calloni, Donald J. Bagert, H. Paul Haiduk. 262-266 [doi]
• STAMPS: a state-machine based processor simulatorMike Livesey. 267-271 [doi]
• Using interaction networks for visualisation of message passingPaul J. Ashton. 272-276 [doi]
• Doing quality work: the role of software process definition in the computer science curriculumThomas B. Hilburn, Massood Towhidnejad. 277-281 [doi]
• Megaprogramming educationHisham Haddad, Herbert Tesser, Steven P. Wartik. 282-286 [doi]
• The road less traveled: a baccalaureate degree in software engineeringMichael J. Lutz, J. Fernando Naveda. 287-291 [doi]
• Computer access for students with disabilities: an adaptive technology laboratoryFrances S. Grodzinsky. 292-295 [doi]
• Machines, statues, and people: strategies for promoting RSI awareness in computing curriculaPhil Pfeiffer, Matt Heintzelman. 296-300 [doi]
• Report on the annual survey of departments offering CSAC/CSAB-accredited computer science degree programsRenée A. McCauley, Bill Z. Manaris. 301-305 [doi]
• Iterative development and commercial tools in an undergraduate software engineering courseMark J. Sebern. 306-309 [doi]
• Simulating requirements gatheringMartin L. Barrett. 310-314 [doi]
• Using HTML linking to help novice programmers to reuse componentsBohdan Nebash, Michael B. Feldman. 315-319 [doi]
• Broadening the computer science curriculumJames Robergé, C. Robert Carlson. 320-324 [doi]
• Context + experiences = curriculumJudith L. Gersting, Frank H. Young. 325-329 [doi]
• Improving education quality, a full scale studyAnders Berglund, Mats Daniels. 330-334 [doi]
• Grading student programs using ASSYSTDavid Jackson, Michelle Usher. 335-339 [doi]
• On-line publication of CS laboratoriesDeborah Knox. 340-344 [doi]
• The object shop - Using CD-ROM multimedia to introduce object conceptsMark Woodman, Robert Griffiths, Simon Holland, Andrew Law. 345-349 [doi]
• Educating the next generation of information specialists: industry and university collaborative learning pilot projectKathleen A. Williams. 350-354 [doi]
• Enterprise enhanced education: an information technology enabled extension of traditional learning environmentsMichael C. Mulder, Doris K. Lidtke, Gordon E. Stokes. 355-359 [doi]
• Strategies for effective integration of software engineering concepts and techniques into the undergraduate computer science curriculumUrsula Jackson, Bill Z. Manaris, Renée A. McCauley. 360-364 [doi]
• Computer networks and data communications (panel): a laboratory focusKamyar Dezhgosha, Ted Mims, Richard Wasniowski, Frances S. Grodzinsky, Lawrence J. Osborne, Dean Sanders, Herbert L. Dershem. 365-366 [doi]
• Undergraduate research - welcome to the 21st centuryRobert D. Cupper, Rhonda Eller-Meshreki, Gerald Pitts. 367-368 [doi]
• Distance education (panel): promise and realityKeith Barker, Judith Gal-Ezer, Pamela B. Lawhead, Kurt Maly, James E. Miller, Pete Thomas, Elizabeth S. Adams. 369-370 [doi]
• Strategic directions in computer science education (panel)Peter Wegner, Eric Roberts, Roy Rada, Allen B. Tucker. 371-372 [doi]
• Application of peer learning to the introductory computer science curriculum (panel)David W. Cordes, Bruce J. Klein, Renée A. McCauley, Linda M. Null, Craig E. Wills, Dorothy Deremer. 373-374 [doi]
• Getting started in CS education research (panel)Michael J. Clancy, Ed Dubinsky, Richard A. Duggan, Marian Petre, Vicki L. Almstrum, Mickey McDonald. 375-376 [doi]
• Exploiting computer algebra systems in computer science courses (panel)Philip Miller, Kris Stewart, Klaus Sutner, Joseph L. Zachary. 377-378 [doi]
• Defining multimedia courses within a computer science education (panel)William Joseph Adams, Edward A. Fox, Gloria Melara Vides, Rachelle S. Heller. 379-380 [doi]
• I.S. 97 (panel): a report and panel discussion of the joint ACM/AIS/DPMA information systems curriculum for four year undergraduate programsJ. Daniel Couger, Gordon B. Davis, David L. Feinstein, John T. Gorgone, Herbert E. Longenecker Jr.. 381-382 [doi]
• Learning style models and computer science education (panel)Richard A. Howard, Lisa C. Kaczmarczyk, Frederick N. Springsteel, Nell B. Dale. 383 [doi]
• Gender imbalance in computer science programs, etiology and amelioration (panel): views for U.S. campuses and elsewhereElizabeth Freeman, Susanne Hupfer, Catherine Lang, Ralph Morelli, Domenick J. Pinto, Frances L. Van Scoy, Sandra Honda Adams. 384-385 [doi]
• Managing large introductory courses (panel)Jacobo Carrasquel, Michael J. Clancy, Eric Roberts, Joseph L. Zachary, David G. Kay. 386-387 [doi]
• Visual programming tools in the C.S. curriculum (panel)Wayne Spies, Lee Wittenberg, Robert Workman, Baarry Burd. 388-389 [doi]
• Developing critical skills in technical courses (seminar)Janet L. Kourik. 390 [doi]
• A comprehensive approach to teaching programming to science and engineering majors (seminar)Joseph L. Zachary. 391 [doi]
• Java in the C.S. curriculum (seminar)Fintan Culwin. 392 [doi]
• Pattern-based programming in initial instruction (seminar)J. Philip East, Eugene Wallingford. 393 [doi]
• Developing formal specifications via Z (workshop)Hossein Saiedian. 396 [doi]