Table of Contents

• Bubble sort: an archaeological algorithmic analysisOwen L. Astrachan. 1-5 [doi]
• Constructive and collaborative learning of algorithmsTeresa Hübscher-Younger, N. Hari Narayanan. 6-10 [doi]
• The greedy trap and learning from mistakesDavid Ginat. 11-15 [doi]
• DBMS course: web based database administration tool and class projectsSub Ramakrishnan, Emeka Nwosu. 16-20 [doi]
• Using UML class diagrams for a comparative analysis of relational, object-oriented, and object-relational database mappingsSusan Darling Urban, Suzanne W. Dietrich. 21-25 [doi]
• Keynote address: Expanding the audience for computer scienceEric Roberts. 23 [doi]
• Unlocking the clubhouse: women in computingAllan Fisher, Jane Margolis. 23 [doi]
• Integrating XML into a database systems coursePaul J. Wagner, Thomas K. Moore. 26-30 [doi]
• Program assessment tools in computer science: a report from the trenchesKathryn E. Sanders, Robert McCartney. 31-35 [doi]
• Computer science accreditation: the advantages of being differentDonald B. Crouch, Leslie Schwartzman. 36-40 [doi]
• Five easy but effective assessment methodsDick K. Blandford, Deborah J. Hwang. 41-44 [doi]
• International perspective of women and computer scienceElizabeth S. Adams, Orit Hazzan, Hrafn Loftsson, Alison Young. 45-46 [doi]
• Legos, Java and programming assignments for CS1Pamela B. Lawhead, Michaele E. Duncan, Constance G. Bland, Michael Goldweber, Madeleine Schep, David J. Barnes. 47-48 [doi]
• Gender differences in computer science studentsSylvia Beyer, Kristina Rynes, Julie Perrault, Kelly Hay, Susan M. Haller. 49-53 [doi]
• Computer-related gender differencesGinger Holmes Rowell, Diane G. Perhac, Judith A. Hankins, Brenda C. Parker, Chrisila C. Pettey, Judith M. Iriarte-Gross. 54-58 [doi]
• An expanding pipeline: gender in mauritiusJoel C. Adams, Vimala Bauer, Shakuntala Baichoo. 59-63 [doi]
• MiniMIPS: a simulation project for the computer architecture laboratoryEwa Z. Bem, Luke Petelczyc. 64-68 [doi]
• Teaching computer organization using a PDP-8 simulatorBrian J. Shelburne. 69-73 [doi]
• Teaching the SIMD execution model: : assembling a few parallel programming skillsAriel Ortiz. 74-78 [doi]
• Running research-oriented final year projects for CS and IS studentsB. Olsson, Mikael Berndtsson, Björn Lundell, Jörgen Hansson. 79-83 [doi]
• The game of go: an ideal environment for capstone and undergraduate research projectsTimothy Huang. 84-88 [doi]
• Production programming in the classroomEric E. Allen, Robert Cartwright, Charles Reis. 89-93 [doi]
• Panel on the development, maintenance, and use of course web sitesJesse Heines, Katy Börner, Melody Y. Ivory, Edward F. Gehringer. 94-95 [doi]
• Everything you always wanted to know about game theory: but were afraid to askDaniel D. Garcia, David Ginat, Peter Henderson. 96-97 [doi]
• Laptops in the classroomAndrea Beth Campbell, Roy P. Pargas. 98-102 [doi]
• Using undergraduates as teaching assistants at a state universityStuart Reges. 103-107 [doi]
• Faculty turnover in CS departmentsJoanne McGrath Cohoon, Rebecca Shwalb, Lih-Yuan Chen. 108-112 [doi]
• An introductory course in network administrationJohn Cigas. 113-116 [doi]
• The effectiveness of simulation in a hybrid and on-line networking courseBrian H. Cameron, Kay J. Wijekumar. 117-119 [doi]
• Using Java to teach networking concepts with a programmable network snifferMichael J. Jipping, Agata Bugaj, Liliyana Mihalkova, Donald E. Porter. 120-124 [doi]
• Teaching human-computer interaction: reports from the trenchesJulie Barnes, Robert Bryant, Daniel D. McCracken, Susan Reiser. 125-126 [doi]
• The conversational classroomWilliam M. Waite, Michele H. Jackson, Amer Diwan. 127-131 [doi]
• New roles for students, instructors, and computers in a lab-based introductory programming courseMichael J. Clancy, Nate Titterton, Clint Ryan, Jim Slotta, Marcia C. Linn. 132-136 [doi]
• Effectiveness of online assessmentDenise M. Woit, David V. Mason. 137-141 [doi]
• Taking advantage of National Science Foundation funding opportunitiesJane Prey, Ernest L. McDuffie, Harriet G. Taylor. 142 [doi]
• Introductory programming, criterion-referencing, and bloomRaymond Lister, John Leaney. 143-147 [doi]
• Coached program planning: dialogue-based support for novice program designH. Chad Lane, Kurt VanLehn. 148-152 [doi]
• Identifying and correcting Java programming errors for introductory computer science studentsMaria Hristova, Ananya Misra, Megan Rutter, Rebecca Mercuri. 153-156 [doi]
• A preliminary empirical evaluation of the effectiveness of a finite state automaton animatorMichael T. Grinder. 157-161 [doi]
• JAWAA: easy web-based animation from CS 0 to advanced CS coursesAyonike Akingbade, Thomas Finley, Diana Jackson, Pretesh B. Patel, Susan H. Rodger. 162-166 [doi]
• VisualGraph: a graph class designed for both undergraduate students and educatorsJeff Lucas, Thomas L. Naps, Guido Rößling. 167-171 [doi]
• Exploring security vulnerabilities by exploiting buffer overflow using the MIPS ISAAndrew T. Phillips, Jack S. E. Tan. 172-176 [doi]
• Using remote logging for teaching concurrencySteven Robbins. 177-181 [doi]
• Puzzles and games: addressing different learning styles in teaching operating systems conceptsJohn M. D. Hill, Clark K. Ray, Jean R. S. Blair, Curtis A. Carver Jr.. 182-186 [doi]
• On serving as department chair: suggestions from veteransSandra DeLoatch, Henry MacKay Walker, Frank H. Young. 187-188 [doi]
• How departments are responding to the mathematics recommendations in CC2001William A. Marion, Adrienne Bloss, Kris Powers, Doug Baldwin. 189-190 [doi]
• Teaching objects-first in introductory computer scienceStephen Cooper, Wanda Dann, Randy Pausch. 191-195 [doi]
• Redesigning introductory computer programming using multi-level online modules for a mixed audienceNira Herrmann, Jeffrey L. Popyack, Bruce W. Char, Paul Zoski, Christopher D. Cera, Robert N. Lass, Aparna Nanjappa. 196-200 [doi]
• Jeroo: a tool for introducing object-oriented programmingDean Sanders, Brian Dorn. 201-204 [doi]
• Teaching two-dimensional array concepts in Java with image processing examplesKevin R. Burger. 205-209 [doi]
• A framework approach to teaching data structuresJosh D. Tenenberg. 210-214 [doi]
• Language-independent interactive data visualizationAlistair E. R. Campbell, Geoffrey L. Catto, Eric E. Hansen. 215-219 [doi]
• A compiler for teaching about compilersDoug Baldwin. 220-223 [doi]
• Using scientific data to teach a database systems coursePaul J. Wagner, Elizabeth Shoop, John V. Carlis. 224-228 [doi]
• A manageable web software architecture: searching for simplicityArthur H. Lee. 229-233 [doi]
• Survivor: getting through that class the first timeJames Huggins, Joseph Bergin, James Caristi, Ellen Walker. 234-235 [doi]
• Math educators, computer science educators: working togetherPeter B. Henderson, William Barker, Susanna Epp, William A. Marion. 236-237 [doi]
• Implementing CC2001: a breadth-first introductory course for a just-in-time curriculum designAndrew T. Phillips, Daniel E. Stevenson, Michael R. Wick. 238-242 [doi]
• Breadth-also: a rationale and implementationKris D. Powers. 243-247 [doi]
• Another breadth-first approach to CS I using pythonChristine Shannon. 248-251 [doi]
• A laboratory-based course on internet securityPrabhaker Mateti. 252-256 [doi]
• Beacond: a peer-to-peer system to teach ubiquitous computingSurendar Chandra. 257-261 [doi]
• A network project course based on network processorsPeter Steenkiste. 262-266 [doi]
• The fulbright program: international teaching and curriculum development experiencesSue Fitzgerald, G. Michael Schneider, Robert M. Aiken, Barry S. Fagin. 267-268 [doi]
• The role of language paradigms in teaching programmingPeter Van Roy, Joe Armstrong, Matthew Flatt, Boris Magnusson. 269-270 [doi]
• Java in the morning...Java in the evening...Java in 2004Robert L. Scot Drysdale, Judith Hromcik, Mark Allen Weiss, Reg Hahne. 271-272 [doi]
• Object centered design for Java: teaching OOD in CS-1Joel C. Adams, Jeremy D. Frens. 273-277 [doi]
• Implementing object equivalence in Java using the template method design patternDaniel E. Stevenson, Andrew T. Phillips. 278-282 [doi]
• An object-oriented refactoring of Huffman encoding using the Java collections frameworkMichael R. Wick. 283-287 [doi]
• Pre-games: games designed to introduce CS1 and CS2 programming assignmentsRay Giguette. 288-292 [doi]
• Pilot study: living flowcharts in an introduction to programming courseDennis J. Bouvier. 293-295 [doi]
• Hands-on labs without computersShannon Pollard, Jeffrey Forbes. 296-300 [doi]
• Report on the NSF major educational funding initiative for a National Science, Technology, Engineering, and Mathematics Education Digital Library (NSDL) with special emphasis on the Computing Education componentLillian N. Cassel, John Impagliazzo, Ann M. Lally, Edward A. Fox, Manuel A. Pérez-Quiñones, Jane Prey. 301-302 [doi]
• Transfer to/from computing science education: the case of science education researchVicki L. Almstrum, David Ginat, Orit Hazzan, John M. Clement. 303-304 [doi]
• Toward a K-12 computer science curriculumAllen B. Tucker, Fadi P. Deek, Jill Jones, Dennis McCowan, Chris Stephenson, Anita Verno. 305-306 [doi]
• Measuring the effectiveness of robots in teaching computer scienceBarry S. Fagin, Laurence D. Merkle. 307-311 [doi]
• Teaching neural networks using LEGO handy board robots in an artificial intelligence courseSusan P. Imberman. 312-316 [doi]
• Python robotics: an environment for exploring robotics beyond LEGOsDouglas S. Blank, Lisa Meeden, Deepak Kumar. 317-321 [doi]
• CS girls rock: sparking interest in computer science and debunking the stereotypesSandy Graham, Celine Latulipe. 322-326 [doi]
• Introducing middle school girls to fault tolerant computingPaolo A. G. Sivilotti, Murat Demirbas. 327-331 [doi]
• ISSAC: Indiana student software awards competitionPeter B. Henderson. 332-335 [doi]
• Creating a computer science canon: a course of classic readings in computer scienceMichael Eisenberg. 336-340 [doi]
• A technical writing class for computer science majors: measuring student perceptions of learningLisa C. Kaczmarczyk. 341-345 [doi]
• Mental models of recursionTina Götschi, Ian Sanders, Vashti Galpin. 346-350 [doi]
• Undergraduate cyber security course projectsD. Paul Benjamin, Charles Border, Robert Montante, Paul J. Wagner. 351-352 [doi]
• Nifty assignmentsNick Parlante, Jeffrey L. Popyack, Stuart Reges, Stephen Weiss, Scott Dexter, Chaya Gurwitz, Joseph L. Zachary, Grant Braught. 353-354 [doi]
• Computer engineering computing curriculaJohn Impagliazzo, Robert H. Sloan, Andrew D. McGettrick, Pradip K. Srimani. 355-356 [doi]
• Academic dishonesty in a high-tech environmentJeffrey L. Popyack, Nira Herrmann, Paul Zoski, Bruce W. Char, Christopher D. Cera, Robert N. Lass. 357-358 [doi]
• Improving the CS1 experience with pair programmingNachiappan Nagappan, Laurie A. Williams, Miriam Ferzli, Eric Wiebe, Kai Yang, Carol Miller, Suzanne Balik. 359-362 [doi]
• Code warriors and code-a-phobes: a study in attitude and pair programmingLynda Thomas, Mark Ratcliffe, Ann Robertson. 363-367 [doi]
• Group dynamics and collaborative group performanceAnthony Joseph, Mabel Payne. 368-371 [doi]
• Computer graphics in undergraduate computational science educationSteve Cunningham, Angela B. Shiflet. 372-375 [doi]
• Distributed visualization of graph algorithmsAlexander A. Sherstov. 376-380 [doi]
• Teaching B-splines is not difficult!John L. Lowther, Ching-Kuang Shene. 381-385 [doi]
• Web annotatorDale Reed, Sam John. 386-390 [doi]
• A generic e-learning multiparadigm programming language system: IDEFIX projectJosé Emilio Labra Gayo, José M. Morales Gil, A. M. Fernández Álvarez, H. Sagastegui Chigne. 391-395 [doi]
• Exploiting value-added content in an online course: introducing programming concepts via HTML and JavaScriptJoseph L. Zachary, Peter A. Jensen. 396-400 [doi]
• Client sponsored projects in software engineering coursesWilliams C. Judith, Bettina Bair, Jürgen Börstler, Lethbridge C. Timothy, Ken Surendran. 401-402 [doi]
• The role for framework libraries in CS2William J. Collins, Josh D. Tenenberg, Raymond Lister, Suzanne Westbrook. 403-404 [doi]