Table of Contents

• Computing the professionPeter J. Denning. 1-2 [doi]
• Providing mark-up and feedback to students with online markingDavid V. Mason, Denise M. Woit. 3-6 [doi]
• Tying it all together: creating self-contained, animated, interactive, Web-based resources for computer science educationChristopher M. Boroni, Frances W. Goosey, Michael T. Grinder, Jessica L. Lambert, Rockford J. Ross. 7-11 [doi]
• Teaching Web development with limited resourcesEllen Lowenfeld Walker, Logan Browne. 12-16 [doi]
• ThetenthStrand = 3 * ethicaldebates + solutionGloria Childress Townsend. 17-21 [doi]
• YAATCE - yet another approach to teaching computer ethicsNancy J. Wahl. 22-26 [doi]
• Licensing software professionals: where are we?Laurie Honour Werth. 27-30 [doi]
• Object imperatives!Fintan Culwin. 31-36 [doi]
• Patterns and pedagogyMichael J. Clancy, Marcia C. Linn. 37-42 [doi]
• Using course-long programming projects in CS2Joseph A. Turner, Joseph L. Zachary. 43-47 [doi]
• JDuck: building a software engineering tool in Java as a CS2 projectMichael W. Godfrey, Dan Grossman. 48-52 [doi]
• Using randomization in the teaching of data structures and algorithmsMichael T. Goodrich, Roberto Tamassia. 53-57 [doi]
• Alfonse, wait here for my signal! Stephen J. Hartley. 58-62 [doi]
• Learning operating systems structure and implementation through the MPS computer system simulatorMauro Morsiani, Renzo Davoli. 63-67 [doi]
• Teaching real time OSs with DORITOSJae C. Oh, Daniel Mossé. 68-72 [doi]
• Incorporating the client s role in a software engineering courseJennifer A. Polack-Wahl. 73-77 [doi]
• A case study of the static analysis of the quality of novice student programsSusan A. Mengel, Vinay Yerramilli. 78-82 [doi]
• Software engineering for seniors - overcoming the administrative fearsRobert Bryant. 83-86 [doi]
• Patterns for decoupling data structures and algorithmsDung Zung Nguyen, Stephen B. Wong. 87-91 [doi]
• Hospital emergency room simulation: object oriented design issues for CS2Viera K. Proulx. 92-94 [doi]
• Design patterns for the data structures and algorithms courseBruno R. Preiss. 95-99 [doi]
• Exercises for teaching logic in a formal methods course: formalizing ERDsGuy Tremblay. 100-104 [doi]
• A Java-based tool for reasoning about models of computation through simulating finite automata and Turing machinesMatthew B. Robinson, Jason A. Hamshar, Jorge E. Novillo, Andrew T. Duchowski. 105-109 [doi]
• Mathematical proofs as graph search problems in theory coursesJose L. Cordova. 110-113 [doi]
• Education of wireless and ATM networking concepts using hands-on laboratory experienceKrishna M. Sivalingam, V. Rajaravivarma. 114-118 [doi]
• Computer network management: theory and practiceBruce S. Elenbogen. 119-121 [doi]
• Digital video in educationTodd Smith, Anthony Ruocco, Bernard J. Jansen. 122-126 [doi]
• Teaching recursion in a procedural environment -- how much should we emphasize the computing model?David Ginat, Eyal Shifroni. 127-131 [doi]
• Integrating console and event-driven models in CS1Pat Woodworth, Wanda Dann. 132-135 [doi]
• Client view first: an exodus from implementation-biased teachingTimothy J. Long, Bruce W. Weide, Paolo Bucci, Murali Sitaraman. 136-140 [doi]
• Computational science as an interdisciplinary bridgeG. Michael Schneider. 141-145 [doi]
• Computer science and general education: Java, graphics, and the WebGordon Stegink, Jon Pater, Daron Vroon II. 146-149 [doi]
• I do and I understand : mastery model learning for a large non-major courseMark Urban-Lurain, Donald J. Weinshank. 150-154 [doi]
• A student-directed computing communityAdam Bonner. 155-159 [doi]
• Moving industry-guided multimedia technology into the classroomPhilip K. McKinley, Betty H. C. Cheng, John J. Weng. 160-164 [doi]
• A secure unrestricted advanced systems laboratoryJean Mayo, Phil Kearns. 165-169 [doi]
• A CS1 maze lab, using joysticks and MIPPETsDon C. Stone, Seth Bergmann, Ganesh Baliga, A. Michael Berman, John Schmalzel. 170-173 [doi]
• Web labs for the Standard Template Library and the Java generic library in a CS2 courseWilliam J. Collins, Yi Sun. 174-178 [doi]
• Do we teach the right algorithm design techniques?Anany Levitin. 179-183 [doi]
• An inductive approach to teaching object-oriented designDaniel D. McCracken. 184-188 [doi]
• Computer systems conference for teaching communication skillsCindy Norris, James T. Wilkes. 189-193 [doi]
• Computer science curriculum assessmentMerry McDonald, Gary McDonald. 194-197 [doi]
• Departmental differences can point the way to improving female retention in computer scienceJoanne McGrath Cohoon. 198-202 [doi]
• Gender stereotyping in a computer science courseTony Greening. 203-207 [doi]
• Global cooperation project in computer programming courseThomas Macek, Bozena Mannova, Josef Kolar, Barbara Williams. 208-211 [doi]
• Teaching CS1 on-line: the good, the bad, and the uglyJacobo Carrasquel. 212-216 [doi]
• Between Tanzania and Finland: learning Java over the WebKimmo U. Järvinen, Tuukka Pienimäki, Tommi Teräsvirta, John Joel Kyaruzi, Erkki Sutinen. 217-221 [doi]
• Teaching surface design made easyYan Zhou, Yuan Zhao, John L. Lowther, Ching-Kuang Shene. 222-226 [doi]
• Visualizing the CPU scheduler and page replacement algorithmsSami Khuri, Hsiu-Chin Hsu. 227-231 [doi]
• Using visualization to teach parallel algorithmsThomas L. Naps, Eric E. Chan. 232-236 [doi]
• A practical one-semester VLSI design course for computer science (and other) majorsRobert A. Walker. 237-241 [doi]
• Genetic programming applied to Othello: introducing students to machine learning researchEleazar Eskin, Eric V. Siegel. 242-246 [doi]
• Cache conscious programming in undergraduate computer scienceAlvin R. Lebeck. 247-251 [doi]
• Adding breadth to CS1 and CS2 courses through visual and interactive programming projectsRicardo Jiménez-Peris, Sami Khuri, Marta Patiño-Martínez. 252-256 [doi]
• Automatic array algorithm animation in C++Richard Rasala. 257-260 [doi]
• Testers and visualizers for teaching data structuresRyan Shaun Baker, Michael Boilen, Michael T. Goodrich, Roberto Tamassia, B. Aaron Stibel. 261-265 [doi]
• Sim: a utility for detecting similarity in computer programsDavid Gitchell, Nicholas Tran. 266-270 [doi]
• BlackBox: a new object-oriented framework for CS1/CS2J. Stanley Warford. 271-275 [doi]
• An integrated program development tool for teaching and learning how to programUta Ziegler, Thad Crews. 276-280 [doi]
• Supporting and evaluating team dynamics in group projectsJudy Brown, Gillian Dobbie. 281-285 [doi]
• An interactive multimedia textbook for introductory computer scienceOliver Grillmeyer. 286-290 [doi]
• Using learning style data in an introductory computer science courseA. T. Chamillard, Dolores Karolick. 291-295 [doi]
• Integration of usability issues within initial software development education. (It s all about the user dummy!)Xristine Faulkner, Fintan Culwin. 296-300 [doi]
• Algorithma 98: an algorithm animation projectArturo I. Concepcion, Lawrence E. Cummins, Ernest J. Moran, Man M. Do. 301-305 [doi]
• Granularity in the design of interactive illustrationsDaniel L. Gould, Rosemary Michelle Simpson, Andries van Dam. 306-310 [doi]
• Empirical exploration in undergraduate operating systemsSteven Robbins, Kay A. Robbins. 311-315 [doi]
• Teaching experimental design in an operating systems classAllen B. Downey. 316-320 [doi]
• Discovery learning in introductory operating system coursesUta Ziegler. 321-325 [doi]
• OO design in compiling an OO languageNorman Neff. 326-330 [doi]
• Formal semantics and interpreters in a principles of programming languages courseKim B. Bruce. 331-335 [doi]
• Using JFLAP to interact with theorems in automata theoryEric Gramond, Susan H. Rodger. 336-340 [doi]
• Computer graphics: the introductory course grows upLewis E. Hitchner, Steve Cunningham, Scott B. Grissom, Rosalee Wolfe. 341-342 [doi]
• Curriculum 2001: interim report from the ACM/IEEE-CS task forceEric Roberts, Russell L. Shackelford, Richard J. LeBlanc, Peter J. Denning. 343-344 [doi]
• New developments in accreditationDoris K. Lidtke, John T. Gorgone, Della Bonnette, Michael C. Mulder. 345 [doi]
• A report on the 1999 Conference on Software Engineering Education and TrainingDonald J. Bagert, Thomas B. Hilburn, Gregory W. Hislop, Nancy R. Mead, Susan A. Mengel, Hossein Saiedian. 346-347 [doi]
• A comparison of operating systems coursewareMichael Goldweber, John Barr, Tracy Camp, John Grahm, Stephen J. Hartley. 348-349 [doi]
• Current issues in undergraduate student researchAnn E. Kelley Sobel, Mário Guimarães. 350 [doi]
• Current issues in graduate student researchAnn E. Kelley Sobel, Mário Guimarães. 351 [doi]
• Graduate information systems curriculum for the 21st centuryJohn T. Gorgone. 352-353 [doi]
• Nifty assignments panelNick Parlante, Owen L. Astrachan, Michael J. Clancy, Richard E. Pattis, Julie Zelenski, Stuart Reges. 354-355 [doi]
• Using software development teams in a classroom environmentSallie M. Henry, Nancy Miller, Wei Li, Joseph Chase, K. Todd Stevens. 356-357 [doi]
• Current and future direction of the advanced placement examMark Stehlik, Susan H. Rodger, Kathleen Larson, Alyce Brady, Christopher H. Nevison. 358 [doi]
• ACM guidelines for associate and certificate level programs in computer information technologyKarl J. Klee, Nancy Burns, C. Fay Cover, Judith Porter. 359 [doi]
• The networks course: old problems, new solutionsShakil Akhtar, Nizar Al-Holou, Mark A. Fienup, Gail T. Finley, Robert S. Roos, Sam Tannouri. 360-361 [doi]
• The crisis in academic hiring in computer scienceHenry MacKay Walker, J. Paul Myers Jr., Stuart H. Zweben, Allen B. Tucker, Grant Braught. 362-363 [doi]
• Addressing the Y2K problem in the computing classroomCharles P. Howerton, Mary Ann Robbert, Carl Bredlau, Peter J. Knoke. 364-365 [doi]
• National Science Foundation Course, Curriculum and Laboratory Improvement program: adaptation and implementation trackC. Dianne Martin, Margaret M. Reek. 366 [doi]
• Seminar: safe concurrent programming in Java with CSPChristopher H. Nevison. 367 [doi]
• Tools and techniques for teaching objects first in a Java courseMichael Kölling, John Rosenberg. 368 [doi]
• A compendium of multimedia tools for all budgetsDean Sanders, Janet Hartman. 369 [doi]
• Developing teaching resources for reuse and publishing in the CSTCDeborah Knox, Scott B. Grissom. 370 [doi]