Table of Contents

• Using abstractions to make concepts concreteKim B. Bruce. 1 [doi]
• Building an XQuery interpreter in a compiler construction courseSara Miner More, Tim Pevzner, Alin Deutsch, Scott B. Baden, Paul Kube. 2-6 [doi]
• Teaching compiler construction using a domain specific languageTyson R. Henry. 7-11 [doi]
• Hide and show: using real compiler code for teachingElizabeth L. White, Ranjan Sen, Nina Stewart. 12-16 [doi]
• Accessibility in introductory computer scienceRobert F. Cohen, Alexander V. Fairley, David Gerry, Gustavo R. Lima. 17-21 [doi]
• Opening the eyes of those who can see to the world of those who can t: a case studySusan M. Harrison. 22-26 [doi]
• Students with Asperger s syndrome in the CS classroomMary Anne L. Egan. 27-30 [doi]
• Integrating science and research in a HCI design courseRobert Pastel. 31-35 [doi]
• Interpreting Java program runtimesStuart A. Hansen. 36-40 [doi]
• Teaching empirical skills and concepts in computer science using random walksGrant Braught. 41-45 [doi]
• The ACM java task force: status reportEric S. Roberts, Kim B. Bruce, Robb Cutler, James H. Cross II, Scott B. Grissom, Karl Klee, Susan H. Rodger, Fran Trees, Ian Utting, Frank Yellin. 46-47 [doi]
• Design patterns for database pedagogy: a proposalThomas J. Marlowe, Cyril S. Ku, James W. Benham. 48-52 [doi]
• Exploring XML for data exchange in the context of an undergraduate database curriculumSuzanne W. Dietrich, Susan Darling Urban, Hua Ma, Yang Xiao, Shama Patel. 53-57 [doi]
• Automated tutoring for a database skills training environmentClaire Kenny, Claus Pahl. 58-62 [doi]
• Contrasting women s experiences in computer science at different institutionsEla Zur, Lilly Irani, Lecia Jane Barker, Mark Guzdial. 63-64 [doi]
• A synthesis and ontology of all of computingLillian N. Cassel, Russell L. Shackelford, Robert H. Sloan. 65-66 [doi]
• Using SeSFJava in teaching introductory network coursesTamer Elsharnouby, A. Udaya Shankar. 67-71 [doi]
• A pattern-based development tool for mobile agentsVishal D. Modak, David D. Langan, Thomas F. Hain. 72-75 [doi]
• The virtual network systemMartin Casado, Nick McKeown. 76-80 [doi]
• The course scheduling problem as a source of student projectsWilliam Combs, Robert Hawkins, Thomas Pore, Arik Schechet, Tim Wahls, Louis Ziantz. 81-85 [doi]
• A real-time information warfare exercise on a virtual networkJames Walden. 86-90 [doi]
• Experience with an industry-driven capstone course on game programming: extended abstract91-95 [doi]
• CAMERA: introducing memory concepts via visualizationLinda Null, Karishma Rao. 96-100 [doi]
• Computer architecture and mental modelsCecile Yehezkel, Mordechai Ben-Ari, Tommy Dreyfus. 101-105 [doi]
• SPIMbot: an engaging, problem-based approach to teaching assembly language programmingCraig B. Zilles. 106-110 [doi]
• Using asynchronous discussions to enhance student participation in CS coursesBhagyavati, Stan Kurkovsky, Christopher C. Whitehead. 111-115 [doi]
• Ubiquitous presenter: increasing student access and control in a digital lecturing environmentMichelle Wilkerson, William G. Griswold, Beth Simon. 116-120 [doi]
• Research to classroom: experiences from a multi-institutional course in smart home technologiesCharles Hannon, Manfred Huber, Lisa J. Burnell. 121-125 [doi]
• Using history of computing to address problems and opportunitiesOrit Hazzan, John Impagliazzo, Raymond Lister, Shimon Schocken. 126-127 [doi]
• The voice of experience: national science foundation funded projectsSteve Cunningham. 128-129 [doi]
• Agile development in computer science education: practices and prognosisJoseph Bergin, Clifton Kussmaul, Thomas Reichlmayr, James Caristi, Gary Pollice. 130-131 [doi]
• A company-based framework for a software engineering courseThomas P. Way. 132-136 [doi]
• Large team projects in software engineering coursesDavid Coppit, Jennifer M. Haddox-Schatz. 137-141 [doi]
• AlgorithmA project: the ten-week mock software companyMarc Bernstein, Kelly M. FitzGerald, James P. Macdonell, Arturo I. Concepcion. 142-146 [doi]
• Computer forensics programs in higher education: a preliminary studyLarry Gottschalk, Jigang Liu, Brahma Dathan, Sue Fitzgerald, Michael Stein. 147-151 [doi]
• Viruses 101John Aycock, Ken Barker. 152-156 [doi]
• Teaching students to hack: curriculum issues in information securityPatricia Y. Logan, Allen Clarkson. 157-161 [doi]
• Alternatives to two classic data structuresChris Okasaki. 162-165 [doi]
• Experiments with balanced-sample binary treesG. Michael Barnes, John Noga, Peter D. Smith, Jeff Wiegley. 166-170 [doi]
• Analyze that: puzzles and analysis of algorithmsAnany Levitin. 171-175 [doi]
• RAPTOR: a visual programming environment for teaching algorithmic problem solvingMartin C. Carlisle, Terry A. Wilson, Jeffrey W. Humphries, Steven M. Hadfield. 176-180 [doi]
• IRONCODE: think-twice, code-once programmingMark W. Bailey. 181-185 [doi]
• Revealing the programming processJens Bennedsen, Michael E. Caspersen. 186-190 [doi]
• Challenges to computer science education researchVicki L. Almstrum, Orit Hazzan, Mark Guzdial, Marian Petre. 191-192 [doi]
• Taking advantage of national science foundation funding opportunitiesSteve Cunningham, Diana Gant, Harriet G. Taylor. 193 [doi]
• Status report on the SIGCSE committee on the implementation of a discrete mathematics courseBill Marion. 194-195 [doi]
• The concorde doesn t fly anymoreMordechai Ben-Ari. 196 [doi]
• An introductory VR course for undergraduates incorporating foundation, experience and capstoneSharon A. Stansfield. 197-200 [doi]
• Photon mapping made easyTin-Tin Yu, John L. Lowther, Ching-Kuang Shene. 201-205 [doi]
• A geographically-distributed, assignment-structured undergraduate grid computing courseMark A. Holliday, Barry Wilkinson, Jeffrey House, Samir Daoud, Clayton Ferner. 206-210 [doi]
• The grader in ProgrammingLandCurt D. Hill, Brian M. Slator, Lisa M. Daniels. 211-215 [doi]
• Results from the evaluation of the effectiveness of an online tutor on expression evaluationAmruth N. Kumar. 216-220 [doi]
• PL-detective: experiences and resultsAmer Diwan, Michele H. Jackson, William M. Waite, Jacob Dickerson. 221-225 [doi]
• On understanding the statics and dynamics of object-oriented programsNoa Ragonis, Mordechai Ben-Ari. 226-230 [doi]
• The Babel experiment : an advanced pantomime-based training in OOA&OOD with UMLVladimir L. Pavlov, Anton Yatsenko. 231-235 [doi]
• Using testing and JUnit across the curriculumMichael R. Wick, Daniel E. Stevenson, Paul J. Wagner. 236-240 [doi]
• On integrating web services from the ground up into CS1/CS2Billy B. L. Lim, Chu Jong, Pruthikrai Mahatanankoon. 241-245 [doi]
• Why structural recursion should be taught before arrays in CS 1Kim B. Bruce, Andrea Pohoreckyj Danyluk, Thomas P. Murtagh. 246-250 [doi]
• Use and assessment of a rigorous approach to CS1John P. Dougherty, David Wonnacott. 251-255 [doi]
• Computer games and CS education: why and howElizabeth Sweedyk, Marianne de Laet, Michael C. Slattery, James Kuffner. 256-257 [doi]
• IT offshore outsourcing: impact on CS/IS curriculumWing Huen, Ernest Ferguson, Peter B. Henderson, Clifton Kussmaul. 258-259 [doi]
• Outcomes-based computer science educationStephen Cooper, Lillian N. Cassel, Barbara Moskal, Steve Cunningham. 260-261 [doi]
• Supporting workflow in a course management systemChavdar Botev, Hubert Chao, Theodore Chao, Yim Cheng, Raymond Doyle, Sergey Grankin, Jon Guarino, Saikat Guha, Pei-Chen Lee, Dan Perry, Christopher Ré, Ilya Rifkin, Tingyan Yuan, Dora Abdullah, Kathy Carpenter, David Gries, Dexter Kozen, Andrew C. Myers, David I. Schwartz, Jayavel Shanmugasundaram. 262-266 [doi]
• Automated use of a Wiki for collaborative lecture notesMelissa E. O Neill. 267-271 [doi]
• Learning by doing: introducing version control as a way to manage student assignmentsKaren L. Reid, Gregory V. Wilson. 272-276 [doi]
• Steganography and cartography: interesting assignments that reinforce machine representation, bit manipulation, and discrete structures conceptsDaniel E. Stevenson, Michael R. Wick, Steven J. Ratering. 277-281 [doi]
• A Java framework for experimentation with steganographyKenny Hunt. 282-286 [doi]
• Using image processing projects to teach CS1 topicsRichard Wicentowski, Tia Newhall. 287-291 [doi]
• The impact of virtual classroom laboratories in CSEMatt Bower, Debbie Richards. 292-296 [doi]
• Closed laboratories with embedded instructional research design for CS1Leen-Kiat Soh, Ashok Samal, Suzette Person, Gwen Nugent, Jeff Lang. 297-301 [doi]
• An introductory software engineering course that facilitates active learningStephanie Ludi, Swaminathan Natarajan, Thomas Reichlmayr. 302-306 [doi]
• Teaching entering students to think like computer scientistsElise H. Turner, Roy M. Turner. 307-311 [doi]
• The new science students in too much, too soon an abbreviated, accelerated, constructivist, collaborative, introductory experience in CSSamuel A. Rebelsky. 312-316 [doi]
• Experiences with a CS0 course targeted for CS1 successCharles Dierbach, Blair Taylor, Harry Zhou, Iliana Zimand. 317-320 [doi]
• Using peer review in teaching computingEdward F. Gehringer, Donald D. Chinn, Manuel A. Pérez-Quiñones, Mark A. Ardis. 321-322 [doi]
• The year in review: changes and lessons learned in the design and implementation of the AP CS exam in JavaRobert L. Scot Drysdale, Judith Hromcik, David Reed, Reg Hahne. 323-324 [doi]
• Teaching hands-on computer and information systems security despite limited resourcesBhagyavati, Stephen O. Agyei-Mensah, Rose Shumba, Iretta B. C. Kearse. 325-326 [doi]
• Taming Java for the classroomJames I. Hsia, Elspeth Simpson, Daniel Smith, Robert Cartwright. 327-331 [doi]
• A model for improving secondary CS educationBarbara Ericson, Mark Guzdial, Maureen Biggers. 332-336 [doi]
• A secondary look at digital image processingAlasdair McAndrew, Anne Venables. 337-341 [doi]
• Teaching and learning ethics in computer science: walking the walkRichard J. Botting. 342-346 [doi]
• Effective incorporation of ethics into courses that focus on programmingMary Elaine Califf, Mary Goodwin. 347-351 [doi]
• A discussion format for computer ethicsAlton F. Sanders. 352-355 [doi]
• Computer literacy: what students know and from whom they learned itMark E. Hoffman, David R. Vance. 356-360 [doi]
• Design process for a non-majors computing courseMark Guzdial, Andrea Forte. 361-365 [doi]
• Just-in-time teaching for CS0Tammy Bailey, Jeffrey Forbes. 366-370 [doi]
• Nifty assignmentNick Parlante, David B. Levine, Steven K. Andrianoff, Aaron J. Gordon, Alyce Brady, Pamela A. Cutter, Paul Kube, Jefferson Ng, Richard E. Pattis. 371-372 [doi]
• Intention-based scoring: an approach to measuring success at solving the composition problemH. Chad Lane, Kurt VanLehn. 373-377 [doi]
• In-person grading: an evaluative experimentJ. Philip East, J. Ben Schafer. 378-382 [doi]
• Patterns of plagiarismCharlie Daly, Jane Horgan. 383-387 [doi]
• Developing resources to support a national computer science curriculum for K-12Anita Verno, Debbie Carter, Robb Cutler, Michelle Hutton, Lenny Pitt. 388-389 [doi]
• Objects-early tools: a demonstrationJoe Bergin, Kim B. Bruce, Michael Kölling. 390-391 [doi]
• Changes in CS students sttitudes towards CS over time: an examination of gender differencesSylvia Beyer, Michelle DeKeuster, Kathleen Walter, Michelle Colar, Christina Holcomb. 392-396 [doi]
• Diversifying the images of computer science: undergraduate women take on the challenge!Carol Frieze. 397-400 [doi]
• Climbing onto the shoulders of giantsAntonio M. Lopez Jr., Lisa J. Schulte, Marguerite S. Giguette. 401-405 [doi]
• Factors influencing the shrinking pipeline in high schools: a sector-based analysis of the Israeli high school systemLarisa Eidelman, Orit Hazzan. 406-410 [doi]
• Programming: factors that influence successSusan Bergin, Ronan Reilly. 411-415 [doi]
• Tracking an innovation in introductory CS education from a research university to a two-year collegeAllison Elliott Tew, Charles Fowler, Mark Guzdial. 416-420 [doi]
• What can computer science learn from a fine arts approach to teaching?Lecia Jane Barker, Kathy Garvin-Doxas, Eric S. Roberts. 421-425 [doi]
• The effects of individual differences on CS2 course performance across universitiesTracy L. Lewis, Joe D. Chase, Manuel A. Pérez-Quiñones, Mary Beth Rosson. 426-430 [doi]
• Towards concrete concurrency: occam-pi on the LEGO mindstormsChristian L. Jacobsen, Matthew C. Jadud. 431-435 [doi]
• Efficient use of robots in the undergraduate curriculumJudith Challinger. 436-440 [doi]
• Creating emergent behaviors: two robotics labs that combine reactive behaviorsRobert M. Harlan, Shelley McClarigan. 441-445 [doi]
• Multidisciplinary teamwork in a robotics courseJerry B. Weinberg, William W. White, S. Cem Karacal, George Engel, Ai-Ping Hu. 446-450 [doi]
• Resolved: objects early has failedOwen L. Astrachan, Kim B. Bruce, Elliot B. Koffman, Michael Kölling, Stuart Reges. 451-452 [doi]
• Emerging areas in computer science educationAmruth N. Kumar, Rose K. Shumba, Bina Ramamurthy, Lawrence D Antonio. 453-454 [doi]
• A design for team peer code reviewDeborah Anne Trytten. 455-459 [doi]
• Enhancing team knowledge: instruction vs. experienceDebra L. Smarkusky, Richard F. Dempsey, Joan J. Ludka, Frouke de Quillettes. 460-464 [doi]
• Affective assessment of team skills in agile CS1 labs: the good, the bad, and the uglyDawn McKinney, Leo F. Denton. 465-469 [doi]
• Cooperative learning techniques in CS1: design and experimental evaluationLeland L. Beck, Alexander W. Chizhik, Amy C. McElroy. 470-474 [doi]
• SIGCSE special projects showcaseSally Fincher. 475-476 [doi]
• Design patterns for parsingDung Zung Nguyen, Mathias Ricken, Stephen B. Wong. 477-481 [doi]
• Teaching inter-object design patterns to freshmenPrasun Dewan. 482-486 [doi]
• Teaching design patterns in CS1: a closed laboratory sequence based on the game of lifeMichael R. Wick. 487-491 [doi]
• Teaching design patterns by stealthStephen Weiss. 492-494 [doi]
• Synthesis and analysis of automatic assessment methods in CS1: generating intelligent MCQsDes Traynor, J. Paul Gibson. 495-499 [doi]
• Using a pre-assessment exam to construct an effective concept-based genetic program for predicting course successGary D. Boetticher, Wei Ding, Charles Moen, Kwok-bun Yue. 500-504 [doi]
• Designing, implementing, and analyzing a placement test for introductory CS coursesLeen-Kiat Soh, Ashok Samal, Suzette Person, Gwen Nugent, Jeff Lang. 505-509 [doi]
• A multi-institutional investigation of computer science seniors knowledge of programming conceptsLaurie Murphy, Renée McCauley, Suzanne Westbrook, Timothy V. Fossum, Susan M. Haller, Briana B. Morrison, Brad Richards, Kate Sanders, Carol Zander, Ruth E. Anderson. 510-514 [doi]
• An address translation simulatorSteven Robbins. 515-519 [doi]
• Experiences teaching operating systems using virtual platforms and linuxJason Nieh, Chris Vaill. 520-524 [doi]
• Configuring a multi-course lab for system-level projectsJoel C. Adams, W. David Laverell. 525-529 [doi]
• We ve been working on the railroad: a laboratory for real-time embedded systemsJohn W. McCormick. 530-534 [doi]
• Fostering a creative interest in computer scienceGary Lewandowski, Elizabeth Johnson, Michael Goldweber. 535-539 [doi]
• Intra-curriculum software engineering educationJames B. Fenwick Jr., Barry L. Kurtz. 540-544 [doi]
• Game design & programming concentration within the computer science curriculumRon Coleman, Mary Krembs, Alan Labouseur, Jim Weir. 545-550 [doi]
• Informatics: a focus on computer science in contextDavid G. Kay, André van der Hoek, Debra J. Richardson. 551-555 [doi]
• Randomness and probability in the early CS coursesDavid Ginat, Richard J. Anderson, Daniel D. Garcia, Richard Rasala. 556-557 [doi]
• The many facets of diversityJack Beidler, Hilary J. Holz, Ken Yasuhara, Evans J. Adams. 558-559 [doi]
• Computing accreditation: a new criteria structure and new flexibilityStu Zweben, Han Reichgelt, Gayle J. Yaverbaum. 560-561 [doi]
• Increasing the number of women majoring in computer science: what works?Maria M. Klawe. 562 [doi]