Table of Contents

• An interactive learning environment for breadth-first computing science curriculumMathew J. Palakal, Frederick W. Myers, Carla L. Boyd. 1-5 [doi]
• Incorporating problem-solving patterns in CS1David Reed. 6-9 [doi]
• Chance-It: an object-oriented capstone project for CS-1Joel C. Adams. 10-14 [doi]
• Computer science degree programs: what do they look like? A report on the annual survey of accredited programsRenée A. McCauley, Bill Z. Manaris. 15-19 [doi]
• The distributed course - a curriculum design paradigmBill Toll. 20-24 [doi]
• Computer science: a proposed alternative track - applied computingRobert D. Cupper. 25-29 [doi]
• Using an object-oriented software life-cycle model in the software engineering courseArturo I. Concepcion. 30-34 [doi]
• Explication of object-oriented databases: a software engineering perspectiveAdair Dingle, David A. Umphress, Russ Moul. 35-39 [doi]
• Giving computer science students real-world experienceE. E. Villarreal, Dennis Butler. 40-44 [doi]
• Using inheritance for computing with physical quantities: an interdisciplinary projectSeth Bergmann. 45-47 [doi]
• Traffic simulation: a case study for teaching object oriented designViera K. Proulx. 48-52 [doi]
• Java class visualization for teaching object-oriented conceptsHerbert L. Dershem, James Vanderhyde. 53-57 [doi]
• Turning liabilities into assets in a general education courseGloria Childress Townsend. 58-62 [doi]
• The computer as a problem solving tool: a unifying view for a non-majors courseDaniel Joyce. 63-67 [doi]
• The Internet as a motivating theme in a math/computer core course for nonmajorsChaya Gurwitz. 68-72 [doi]
• Retaining women in CS with accessible role modelsSusan M. Haller, Timothy V. Fossum. 73-76 [doi]
• Gender differences in personality components of computer science students: a test of Holland s congruence hypothesisWilliam Haliburton, Mack Thweatt, Nancy J. Wahl. 77-81 [doi]
• A study of barriers to women in undergraduate computer scienceGreg W. Scragg, Jesse Smith. 82-86 [doi]
• Design and implementation of an interactive tutorial frameworkLewis Barnett, Joseph F. Kent, Justin Casp, David Green. 87-91 [doi]
• Using Java to develop Web based tutorialsDavid Cole, Roger L. Wainwright, Dale A. Schoenefeld. 92-96 [doi]
• A tool for teaching curve designYuan Zhao, John L. Lowther, Ching-Kuang Shene. 97-101 [doi]
• Network monitoring system designBob Barr, Sung K. Yoo, Thomas J. Cheatham. 102-106 [doi]
• Teaching Web development technologies in CS/IS curriculaBilly B. L. Lim. 107-111 [doi]
• Resources for teaching computer networksLinda B. Lankewicz. 112-116 [doi]
• Computer scientists can teach writing: an upper division course for computer science majorsDavid G. Kay. 117-120 [doi]
• Towards a hierarchical design and integration of programming projectsWing Ning Li. 121-125 [doi]
• The ExCon project: advocating continuous examinationUrban Nuldén. 126-130 [doi]
• Large introductory computer science classes: strategies for effective course managementDavid G. Kay. 131-134 [doi]
• Using software to solve problems in large computing coursesMark J. Canup, Russell L. Shackelford. 135-139 [doi]
• Integrating technology into computer science examinationsDavid V. Mason, Denise M. Woit. 140-144 [doi]
• A paradigm shift! The Internet, the Web, browsers, Java and the future of computer science educationChristopher M. Boroni, Frances W. Goosey, Michael T. Grinder, Rockford J. Ross. 145-152 [doi]
• Design patterns: an essential component of CS curriculaOwen L. Astrachan, W. Garrett Mitchener, Geoffrey Berry, Landon P. Cox. 153-160 [doi]
• Class to survey application programming topicsJanet M. Drake. 161-165 [doi]
• An undergraduate course in formal methods: description is our business Guy Tremblay. 166-170 [doi]
• Bringing real-world software development into the classroom: a proposed role for public software in computer science educationDaniel W. Nachbar. 171-175 [doi]
• Using HTML and JavaScript in introductory programming coursesRebecca T. Mercuri, Nira Herrmann, Jeffrey L. Popyack. 176-180 [doi]
• Incoming freshmen build their own PCsDonald H. Beil, Donna Lange, Elissa Olsen, Anthony Spiecker. 181-184 [doi]
• Extending an iterator model for binary trees to backtracking problemsUta Ziegler. 185-189 [doi]
• LongNbrs and palindromes: an interesting application of a classChristine Shannon. 190-193 [doi]
• A problem-based interface design and programming courseJudy Kay, Bob Kummerfeld. 194-197 [doi]
• Teaching the empirical approach to designing human-computer interaction via an experiential group projectMatthew C. Clarke. 198-201 [doi]
• Average-case analysis in an elementary course on algorithmsFrancesc J. Ferri, Jesús V. Albert. 202-206 [doi]
• Teaching the analysis of algorithms with visual proofsMichael T. Goodrich, Roberto Tamassia. 207-211 [doi]
• Parallel computing in the undergraduate curriculumBarry L. Kurtz, Chinhyun Kim, Jamal R. Alsabbagh. 212-216 [doi]
• An integrated course on parallel and distributed processingJosé C. Cunha, João Lourenço. 217-221 [doi]
• Tools for Web-based sorting animationHerbert L. Dershem, Peter Brummund. 222-226 [doi]
• FCLUST: a visualization tool for fuzzy clusteringMary Anne Egan, Mukkai S. Krishnamoorthy, K. Rajan. 227-231 [doi]
• Animating parsing algorithmsSami Khuri, Yanti Sugono. 232-236 [doi]
• A concurrency simulator designed for sophomore-level instructionBarry L. Kurtz, Hong Cai, Chris Plock, Xijia Chen. 237-241 [doi]
• Multithreaded programming in an introduction to operating systems courseChin-Kuang Shene. 242-246 [doi]
• Alfonse, your Java is ready! Stephen J. Hartley. 247-251 [doi]
• Providing intellectual focus to CS1/CS2Timothy J. Long, Bruce W. Weide, Paolo Bucci, David S. Gibson, Joseph E. Hollingsworth, Murali Sitaraman, Stephen H. Edwards. 252-256 [doi]
• Constructivism in computer science educationMordechai Ben-Ari. 257-261 [doi]
• Extended analogy: an alternative lecture methodJeff Matocha, Tracy Camp, Ralph Hooper. 262-266 [doi]
• Web-based animation of data structures using JAWAAWillard C. Pierson, Susan H. Rodger. 267-271 [doi]
• A system for program visualization in the classroomRaghvinder S. Sangwan, James F. Korsh, Paul LaFollette. 272-276 [doi]
• A multi-windowed environment for simultaneous visualization of related algorithms on the World Wide WebThomas L. Naps, Eric Bressler. 277-281 [doi]
• Do lab modules in CS actually help students?: an empirical studyBunny J. Tjaden. 282-286 [doi]
• The effects of partially-individualized assignments on subsequent student performanceBrian Toothman, Russell L. Shackelford. 287-291 [doi]
• Conceptual models and cognitive learning styles in teaching recursionCheng-Chih Wu, Nell B. Dale, Lowell J. Bethel. 292-296 [doi]
• WEB-based query processing in a database course projectSohail Aslam. 297-301 [doi]
• Developing integrated Web and database applications using JAVA applets and JDBC driversAndrew Yang, James Linn, David Quadrato. 302-306 [doi]
• Learning SQL with a computerized tutorAntonija Mitrovic. 307-311 [doi]
• Computer science through the eyes of dead monkeys: learning styles and interaction in CS IGary Lewandowski, Amy Morehead. 312-316 [doi]
• Animation, visualization, and interaction in CS 1 assignmentsOwen L. Astrachan, Susan H. Rodger. 317-321 [doi]
• Applying the personal software process in CS1: an experimentLily Hou, James E. Tomayko. 322-325 [doi]
• Scaling: a design pattern in introductory computer science coursesHarriet J. Fell, Viera K. Proulx, Richard Rasala. 326-330 [doi]
• Teaching data structure design patternsNatasha Gelfand, Michael T. Goodrich, Roberto Tamassia. 331-335 [doi]
• Design patterns for data structuresDung Nguyen. 336-340 [doi]
• A robot laboratory for teaching artificial intelligenceDeepak Kumar, Lisa Meeden. 341-344 [doi]
• A virtual learning environment for entity relationship modellingLynne E. Hall, Adrian Gordon. 345-349 [doi]
• Experience with an analytic approach to teaching programming languagesChristopher T. Haynes. 350-354 [doi]
• The terminal Master s degree (panel): does it need to be cured?Don Goelman, Roberta Evans Sabin, Marty J. Wolf, Peter J. Knoke, Mike Murphy. 355-356 [doi]
• Possible futures for CS2 (panel)Daniel D. McCracken, A. Michael Berman, Ursula Wolz, Owen L. Astrachan, Nell B. Dale. 357-358 [doi]
• Refereed papers, the digital library, and the future of the SIGCSE bulletin (panel)John Impagliazzo, Mark Mandelbaum, Robert M. Aiken, James E. Miller. 359-360 [doi]
• Accommodating diversity of academic preparation in CS1 (panel)Martin Dickey, Frank L. Friedman, Max Hailperin, Bill Z. Manaris, Ursula Wolz. 361-362 [doi]
• Computer science accreditation (panel): current status and future directionsLawrence G. Jones, Keith Barker, Susan E. Conry, Doris K. Lidtke. 363-364 [doi]
• Integration of mathematical topics in CS1 and CS2 (panel)D. S. Tomer, Doug Baldwin, Christopher J. Fox. 365 [doi]
• The retention of women in the computing sciences (panel)Sharon N. Vest, Robert Biddle, Christina Björkman, Linda M. Null, Eric Roberts, Greg W. Scragg. 366-367 [doi]
• SIGCSE panel: approaches for encouraging high school/college faculty interaction (panel)Henry MacKay Walker, Laura Baker, Gail Chapman, Kathleen Larson, Joe Kmoch. 368-369 [doi]
• The future of programming - are fundamental changes in computer science programs coming? (panel)Hal Hart, James Caristi, Robert Dewar, Mark Gerhardt, J. A. Drew Hamilton Jr., Christopher Haynes, Samuel A. Rebelsky. 370-371 [doi]
• Advanced placement transition to C++ (panel)Mark Stehlik, Sarah Fix, Susan H. Rodger, Chris Nevison, Mark Allen Weiss. 372 [doi]
• Associate-level programs for preparation of computer support personnel (panel)Karl J. Klee, Joyce Currie Little, John Lawlor, Pamela Matthiesen, T. S. Pennington, Josephine Freedman, Karen Richards. 373 [doi]
• Large introductory courses in research computer science departments (panel)David G. Kay, Jacobo Carrasquel, Michael J. Clancy, Eric Roberts, Joseph L. Zachary. 374-375 [doi]
• Panel: logic in the computer science curriculumKim B. Bruce, Phokion G. Kolaitis, Daniel Leivant, Moshe Y. Vardi. 376-377 [doi]
• Integrating recent research results into undergraduate curricula (panel): initial stepsBill Marion, Keith Vander Linden, Roberta Evans Sabin, Judy Cushing, Penny Anderson. 378-379 [doi]
• Information centric curriculum (ISC 98) (panel)Doris K. Lidtke, Michael C. Mulder. 380 [doi]
• Funding opportunities at the National Science Foundation Division of Undergraduate Education (NSF DUE) (seminar)Lillian N. Cassel. 381 [doi]
• A practical approach to internationalizing information systems & computer science courses (seminar)Janet L. Kourik. 382 [doi]
• Using classes early, an object-based approach to using C++ in introductory courses (seminar)Owen L. Astrachan. 383 [doi]
• Designing and building course webs with site-level authoring tools (seminar)Samuel A. Rebelsky. 384 [doi]