Table of Contents

• The concorde doesn t fly anymoreMordechai Ben-Ari. 1 [doi]
• Coupling pair programming and writing: learning about students perceptions and processesTammy VanDeGrift. 2-6 [doi]
• On understanding compatibility of student pair programmersNeha Katira, Laurie A. Williams, Eric Wiebe, Carol Miller, Suzanne Balik, Edward F. Gehringer. 7-11 [doi]
• Student culture vs group work in computer scienceWilliam M. Waite, Michele H. Jackson, Amer Diwan, Paul M. Leonardi. 12-16 [doi]
• Debugging: from novice to expertRyan Chmiel, Michael C. Loui. 17-21 [doi]
• CMeRun: program logic debugging courseware for CS1/CS2 studentsJim Etheredge. 22-25 [doi]
• Using software testing to move students from trial-and-error to reflection-in-actionStephen H. Edwards. 26-30 [doi]
• Design, science, and engineering topics?: teaching HCI with a unified methodD. Scott McCrickard, Christa M. Chewar, Jacob P. Somervell. 31-35 [doi]
• Case studies for teaching usability engineeringMary Beth Rosson, John M. Carroll, Con M. Rodi. 36-40 [doi]
• Term project user interface specifications in a usability engineering course: challenges and suggestionsLaura M. Leventhal, Julie Barnes, Joseph Chao. 41-45 [doi]
• Nifty assignmentsNick Parlante, David Matuszek, Jeff Lehman, David Reed, John K. Estell, Donald D. Chinn. 46-47 [doi]
• Taking advantage of national science foundation funding opportunitiesSteve Cunningham, Ernest L. McDuffie, Harriet G. Taylor. 48 [doi]
• Information technology accreditation activitiesEydie Lawson, Doris K. Lidtke, Barbara Price. 49-50 [doi]
• Handwritten slides on a tabletPC in a discrete mathematics courseEvan Golub. 51-55 [doi]
• Experiences with a tablet PC based lecture presentation system in computer science coursesRichard J. Anderson, Ruth E. Anderson, Beth Simon, Steven A. Wolfman, Tammy VanDeGrift, Ken Yasuhara. 56-60 [doi]
• Using pen-based computers across the computer science curriculumDave A. Berque, Terri L. Bonebright, Michael V. Whitesell. 61-65 [doi]
• Assessment of a course redesign: introductory computer programming using online modulesNira Herrmann, Jeffrey L. Popyack, Bruce W. Char, Paul Zoski. 66-70 [doi]
• A statistical analysis of student performance in online computer science coursesMerry McDonald, Brian Dorn, Gary McDonald. 71-74 [doi]
• Evaluating the effectiveness of a new instructional approachBarbara Moskal, Deborah Lurie, Stephen Cooper. 75-79 [doi]
• PL-detective: a system for teaching programming language conceptsAmer Diwan, William M. Waite, Michele H. Jackson. 80-84 [doi]
• Highlighting programming language issues using mixed language programming nn Maple and CAndrew T. Phillips. 85-89 [doi]
• A tutor on scope for the programming languages courseEric Fernandes, Amruth N. Kumar. 90-93 [doi]
• Cryptography and computer security for undergraduatesPaul De Palma, Charles Frank, Suzanne E. Gladfelter, Joshua Holden. 94-95 [doi]
• SIGCSE special projects showcaseSally Fincher. 96-97 [doi]
• Status report on the SIGCSE committee on the implementation of a discrete mathematics courseDoug Baldwin, Bill Marion, Henry MacKay Walker. 98-99 [doi]
• Seven design rules for teaching students sound encapsulation and abstraction of object properties and member dataMichael R. Wick, Daniel E. Stevenson, Andrew T. Phillips. 100-104 [doi]
• Adding objects to the traditional ACM programming contestSteven K. Andrianoff, Dalton Hunkins, David B. Levine. 105-109 [doi]
• The game of set®: an ideal example for introducing polymorphism and design patternsStuart A. Hansen. 110-114 [doi]
• The dream of a common language: the search for simplicity and stability in computer science educationEric Roberts. 115-119 [doi]
• Redesigning introductory computer programming with HTML, JavaScript, and JavaQusay H. Mahmoud, Wlodzimierz Dobosiewicz, David A. Swayne. 120-124 [doi]
• tau varepsilon chi nu eta: a first stepTimothy A. Davis, Robert Geist, Sarah Matzko, James Westall. 125-129 [doi]
• Attribute based compiler implemented using visitor patternNorman Neff. 130-134 [doi]
• Language emulator, a helpful toolkit in the learning process of computer theoryLuiz Filipe M. Vieira, Marcos Augusto M. Vieira, Newton José Vieira. 135-139 [doi]
• A visual and interactive automata theory course with JFLAP 4.0Ryan Cavalcante, Thomas Finley, Susan H. Rodger. 140-144 [doi]
• Predictors For success in studying CSNathan Rountree, Tamar Vilner, Brenda Cantwell Wilson, Roger D. Boyle. 145-146 [doi]
• The relationship between CS education research and the SIGCSE communityMichael Goldweber, Martyn Clark, Sally Fincher. 147-148 [doi]
• Articulation through a body of knowledge: a report on an NSF ATE project involving Radford University and the Virginia Community College SystemJoe D. Chase, Dennie Templeton, Michael Peterson, Carlotta Eaton, Diane Wolff, Edward G. Okie. 149-150 [doi]
• Taming the tiger: teaching the next version of JavaJeremy D. Frens. 151-155 [doi]
• Taming a professional IDE for the classroomCharles Reis, Robert Cartwright. 156-160 [doi]
• Java IO and testing made simpleViera K. Proulx, Richard Rasala. 161-165 [doi]
• Contemplate sorting with columnsortLester I. McCann. 166-169 [doi]
• Teaching growth of functions using equivalence classes: an alternative to big O notationConstantine Roussos. 170-174 [doi]
• Buffer pools and file processing projects for an undergraduate data structures courseClifford A. Shaffer. 175-178 [doi]
• Incorporating writing into the CS curriculumLisa C. Kaczmarczyk, Gerald Kruse, Dian Rae Lopez, Deepak Kumar. 179-180 [doi]
• Pervasive computing in the undergraduate curriculumMark Burge. 181-182 [doi]
• Kinesthetic learning in the classroomAndrew Begel, Daniel D. Garcia, Steven A. Wolfman. 183-184 [doi]
• Increasing high school girls self confidence and awareness of CS through a positive summer experienceLori L. Pollock, Kathleen F. McCoy, Sandra Carberry, Namratha Hundigopal, Xiaoxin You. 185-189 [doi]
• A CS1 course designed to address interests of womenLauren Rich, Heather Perry, Mark Guzdial. 190-194 [doi]
• Understanding gender and confidence in CS course cultureLilly Irani. 195-199 [doi]
• CS1 assessment using memory diagramsMark A. Holliday, David Luginbuhl. 200-204 [doi]
• The Quiver systemChristopher C. Ellsworth, James B. Fenwick Jr., Barry L. Kurtz. 205-209 [doi]
• Assessing the assessment of programming abilityCharlie Daly, John Waldron. 210-213 [doi]
• Enhancing lisp instruction with RCXLisp and roboticsFrank Klassner. 214-218 [doi]
• Using game days to teach a multiagent system classLeen-Kiat Soh. 219-223 [doi]
• A distributed task environment for teaching artificial intelligence with agentsJohn M. D. Hill, Kenneth L. Alford. 224-228 [doi]
• Bioinformatics in the undergraduate curriculum: opportunities for computer science educatorsDebra T. Burhans, Matt DeJongh, Travis E. Doom, Mark LeBlanc. 229-230 [doi]
• Panel on teaching faculty positionsJohn P. Dougherty, Thomas B. Horton, Daniel D. Garcia, Susan H. Rodger. 231-232 [doi]
• Resources to support the use of Java in introductory computer scienceEric Roberts. 233-234 [doi]
• Why i care about programming and how to teach itOwen L. Astrachan. 235 [doi]
• Houston, we have a problem: there s a leak in the CS1 affective oxygen tankDawn McKinney, Leo F. Denton. 236-239 [doi]
• Wanted: CS1 students. no experience requiredPhil Ventura, Bina Ramamurthy. 240-244 [doi]
• Core empirical concepts and skills for computer scienceGrant Braught, Craig S. Miller, David W. Reed. 245-249 [doi]
• Scaffolding with object diagrams in first year programming classes: some unexpected resultsLynda Thomas, Mark Ratcliffe, Benjy J. Thomasson. 250-254 [doi]
• CS educational research: a meta-analysis of SIGCSE technical symposium proceedingsDavid W. Valentine. 255-259 [doi]
• Evaluation of subsetting programming language elements in a novice s programming environmentPeter DePasquale, John A. N. Lee, Manuel A. Pérez-Quiñones. 260-264 [doi]
• Raising motivation in real-time laboratories: the soccer scenarioMehdi Amirijoo, Aleksandra Tesanovic, Simin Nadjm-Tehrani. 265-269 [doi]
• Illustrating computer hardware concepts using PIC-based projectsNurul I. Sarkar, Trevor M. Craig. 270-274 [doi]
• Writing efficient programs: performance issues in an undergraduate CS curriculumSaumya K. Debray. 275-279 [doi]
• Responding to the challenges of teaching computer ethicsFrances S. Grodzinsky, Edward F. Gehringer, Laurie A. Smith King, Herman Tavani. 280-281 [doi]
• The 2003 model curriculum for a liberal arts degree in computer science: preliminary reportAlyce Brady, Kim B. Bruce, Robert E. Noonan, Allen B. Tucker, Henry MacKay Walker. 282-283 [doi]
• But it looks right! : the bugs students don t seeDavid Ginat, Owen L. Astrachan, Daniel D. Garcia, Mark Guzdial. 284-285 [doi]
• Enhancing apprentice-based learning of JavaMichael Kölling, David J. Barnes. 286-290 [doi]
• Components-first approaches to CS1/CS2: principles and practiceEmily Howe, Matthew Thornton, Bruce W. Weide. 291-295 [doi]
• What do the experts say?: teaching introductory design from an expert s perspectiveTracy Lewis, Mary Beth Rosson, Manuel A. Pérez-Quiñones. 296-300 [doi]
• Bringing J2ME industry practice into the classroomDavid A. Umphress, James H. Cross II, Jhilmil Jain, Nischita Meda, Larry A. Barowski. 301-305 [doi]
• Teaching wireless networking with limited resourcesBrad Richards, Benjamin Stull. 306-310 [doi]
• Remote access internetworking laboratorySung K. Yoo, Scott Hovis. 311-314 [doi]
• Running on the bare metal with GeekOSDavid Hovemeyer, Jeffrey K. Hollingsworth, Bobby Bhattacharjee. 315-319 [doi]
• Design patterns for semaphoresKenneth A. Reek. 320-324 [doi]
• A disk head scheduling simulatorSteven Robbins. 325-329 [doi]
• Offshore outsourcing: current conditions & diagnosisErnest Ferguson, Clifton Kussmaul, Daniel D. McCracken, Mary Ann Robbert. 330-331 [doi]
• The computer science small department initiative (CS_SDI) reportCatherine C. Bareiss, Kris D. Powers, Scott Thede, Marsha Meredith, Christine Shannon, Judy Williams. 332-333 [doi]
• Implementation challenges for a K-12 computer science curriculumAllen B. Tucker, Dennis McCowan, Fadi P. Deek, Chris Stephenson, Jill Jones, Anita Verno. 334-335 [doi]
• Great principles in computing curriculaPeter J. Denning. 336-341 [doi]
• What :::star:::is:::star::: information security?Eugene H. Spafford. 342 [doi]
• If you know b-splines well, you also nnow NURBS!John Fisher, John L. Lowther, Ching-Kuang Shene. 343-347 [doi]
• Simple, low-cost stereographics: VR for everyoneJohn M. Zelle, Charles Figura. 348-352 [doi]
• Scheme-based web programming as a basis for a CS0 curriculumTimothy J. Hickey. 353-357 [doi]
• Teaching computation to undergraduate scientistsDaniel T. Kaplan. 358-362 [doi]
• CFX: finding just the right examples for CS1Dale Reed, Sam John, Ryan Aviles, Feihong Hsu. 363-367 [doi]
• Agent-based cooperative learning: a proof-of-concept experimentLeen-Kiat Soh, Hong Jiang, Charles Ansorge. 368-372 [doi]
• Developing principles of GUI programming using viewsJudith Bishop, R. Nigel Horspool. 373-377 [doi]
• Events not equal to GUIsStuart A. Hansen, Timothy V. Fossum. 378-381 [doi]
• Effective features of algorithm visualizationsPurvi Saraiya, Clifford A. Shaffer, D. Scott McCrickard, Chris North. 382-386 [doi]
• An extensible framework for providing dynamic data structure visualizations in a lightweight IDET. Dean Hendrix, James H. Cross II, Larry A. Barowski. 387-391 [doi]
• Virtual trees for the byzantine generals algorithmAhuva Tikvati, Mordechai Ben-Ari, Yifat Ben-David Kolikant. 392-396 [doi]
• A practical access to the theory of parallel algorithmsChristoph W. Kessler. 397-401 [doi]
• Designing and implementing a cyberwar laboratory exercise for a computer security coursePaul J. Wagner, Jason M. Wudi. 402-406 [doi]
• Teaching computer security at a small collegeCathie LeBlanc, Evelyn Stiller. 407-411 [doi]
• Tele-lab IT security: an architecture for interactive lessons for security educationJi Hu, Christoph Meinel, Michael Schmitt II. 412-416 [doi]
• The role of computer science in undergraduate bioinformatics educationDebra T. Burhans, Gary R. Skuse. 417-421 [doi]
• CS++: content is not enoughRoger D. Boyle, Martyn Clark. 422-426 [doi]
• Digital media in computer science curriculaYue-Ling Wong, Jennifer J. Burg, Victoria Strokanova. 427-431 [doi]
• A concepts-first introduction to computer scienceKenneth J. Goldman. 432-436 [doi]
• Science of computing suite (SOCS): resources for a breadth-first introductionCarl Burch, Lynn Ziegler. 437-441 [doi]
• We claim this class for computer science: a non-mathematician s discrete structures courseAdrienne Decker, Phil Ventura. 442-446 [doi]
• Panel session: great principles in computingPeter J. Denning, Rudolph P. Darken, Eric Roberts, Mark Guzdial. 447 [doi]
• Teaching software development methods: the case of extreme programmingJoe Bergin, James Caristi, Yael Dubinsky, Orit Hazzan, Laurie A. Williams. 448-449 [doi]
• IEEE-CS/ACM computing curricula: computer engineering & software engineering volumesJohn Impagliazzo, Esther A. Hughes, Richard J. LeBlanc, Timothy Lethbridge, Andrew D. McGettrick, Ann E. Kelley Sobel, Pradip K. Srimani, Mitchell D. Theys. 450-452 [doi]
• Electronic commerce software laboratoryAlfred C. Weaver. 453-456 [doi]
• Web services as the foundation for learning complex software system developmentMarty A. Humphrey. 457-461 [doi]
• AlgoVista: an algorithmic search tool in an educational settingChristian S. Collberg, Stephen G. Kobourov, Suzanne Westbrook. 462-466 [doi]
• Design patterns for marine biology simulationDung Zung Nguyen, Mathias Ricken, Stephen B. Wong. 467-471 [doi]
• MODeLeR: multimedia object design learning resourceJohn W. Coffey, Robert Koonce. 472-476 [doi]
• Programming in context: a model-first approach to CS1Jens Bennedsen, Michael E. Caspersen. 477-481 [doi]
• Benefits of using socially-relevant projects in computer science and engineering educationMichael Buckley, Helene Kershner, Kris Schindler, Carl Alphonce, Jennifer Braswell. 482-486 [doi]
• Research, teaching, and service: the miniconference as a model for CS graduate seminar coursesPaolo A. G. Sivilotti, Bruce W. Weide. 487-491 [doi]
• A reusable, academic-strength, metrics-based software engineering process for capstone courses and projectsRichard L. Conn. 492-496 [doi]
• Managing the introductory database course: what goes in and what comes out?Elizabeth S. Adams, Mary J. Granger, Don Goelman, Catherine Ricardo. 497-498 [doi]
• Transitioning to an objects-early three-course introductory sequence: issues and experiencesManuel A. Pérez-Quiñones, Steven Edwards, Claude Anderson, Doug Baldwin, James Caristi, Paul J. Wagner. 499-500 [doi]
• Computing curricula 2004: the overview projectRussell L. Shackelford, Lillian N. Cassel, James H. Cross II, John Impagliazzo, Eydie Lawson, Richard J. LeBlanc, Andrew D. McGettrick, Robert H. Sloan, Heikki Topi. 501 [doi]