Abstract is missing.
- Can t sing, can t act, can dance a little: (on choosing the right dancing partners)Richard E. Pattis. 1 [doi]
- A laboratory based capstone course in computer security for undergraduatesMike O Leary. 2-6 [doi]
- A database security course on a shoestringBinto George, Anna Valeva. 7-11 [doi]
- Teaching a web security course to practice information assuranceH. Yu, W. Liao, X. Yuan, J. Xu. 12-16 [doi]
- Women catch up: gender differences in learning programming conceptsLaurie Murphy, Brad Richards, Renée McCauley, Briana B. Morrison, Suzanne Westbrook, Timothy V. Fossum. 17-21 [doi]
- Culture and environment as determinants of women s participation in computing: revealing the women-CS fit Carol Frieze, Orit Hazzan, Lenore Blum, M. Bernardine Dias. 22-26 [doi]
- Why students with an apparent aptitude for computer science don t choose to major in computer scienceLori Carter. 27-31 [doi]
- A compiler tutorial scaled for the programming languages courseJerry Mead. 32-36 [doi]
- Programming language paradigms instruction through designing a new paradigmHilda M. Standley. 37-40 [doi]
- On using scheme to introduce prologMichael R. Wick, Daniel E. Stevenson. 41-45 [doi]
- Through the looking glass: reflections on using undergraduate teaching assistants in CS1Adrienne Decker, Phil Ventura, Christopher A. Egert. 46-50 [doi]
- SNITCH: a software tool for detecting cut and paste plagiarismSebastian Niezgoda, Thomas P. Way. 51-55 [doi]
- The back end of a grading systemRobert E. Noonan. 56-60 [doi]
- Do Lego Mindstorms Robots have a future in CS education?Myles F. McNally, Michael Goldweber, Barry S. Fagin, Frank Klassner. 61-62 [doi]
- Accessibility and computer science educationBrian J. Rosmaita, Katherine Deibel, Robert F. Cohen, Mary Anne L. Egan. 63-64 [doi]
- Re-centering computer sciencePeter J. Denning, Andrew D. McGettrick, Paul Rosenbloom, Larry Snyder. 65-66 [doi]
- The design of a history of computing course with a unique perspectiveThomas J. Cortina, Richard McKenna. 67-71 [doi]
- A robust web programming and graphics course for non-majorsMichael B. Gousie. 72-76 [doi]
- A CS0 course for the liberal artsDaniel C. Cliburn. 77-81 [doi]
- Chirp on crickets: teaching compilers using an embedded robot controllerLi Xu, Fred G. Martin. 82-86 [doi]
- The compiler course in today s curriculum: three strategiesWilliam M. Waite. 87-91 [doi]
- Fifteen compilers in fifteen daysJeremy D. Frens, Andrew Meneely. 92-96 [doi]
- Evaluations of target tracking in wireless sensor networksSam Phu Manh Tran, T. Andrew Yang. 97-101 [doi]
- Virtual machines - an idea whose time has returned: application to network, security, and database coursesWilliam I. Bullers Jr., Stephen Burd, Alessandro F. Seazzu. 102-106 [doi]
- The open network laboratoryJohn D. DeHart, Fred Kuhns, Jyoti Parwatikar, Jonathan S. Turner, Charlie Wiseman, Ken Wong. 107-111 [doi]
- Thinking, speaking, and writing for freshmenLawrence J. Osborne. 112-116 [doi]
- Bridging writing to learn and writing in the discipline in computer science educationMark E. Hoffman, Timothy Dansdill, David S. Herscovici. 117-121 [doi]
- A framework in which to teach (technical) communication to computer science majorsHenry A. Etlinger. 122-126 [doi]
- Service-learning projects: opportunities and challengesRoger Ferguson, Chang Liu, Mary Last, Joe Mertz. 127-128 [doi]
- Outcomes-based computing accreditation criteriaStuart H. Zweben, Han Reichgelt, Gayle J. Yaverbaum. 129-130 [doi]
- The ACM java task force: final reportEric S. Roberts, Kim B. Bruce, James H. Cross II, Robb Cutler, Scott Grissom, Karl Klee, Susan H. Rodger, Fran Trees, Ian Utting, Frank Yellin. 131-132 [doi]
- A systematic approach to active and cooperative learning in CS1 and its effects on CS2Graciela Gonzalez. 133-137 [doi]
- Developing collaborative skills early in the CS curriculum in a laboratory environmentDawn McKinney, Leo F. Denton. 138-142 [doi]
- An active learning approach to teaching the data structures courseTimothy A. Budd. 143-147 [doi]
- Virtual classroom pedagogyMatt Bower. 148-152 [doi]
- CyberTech I: online introduction to computer science course for high school studentsAmy B. Woszczynski. 153-157 [doi]
- Engagement theory: a universal paradigm?Iwona Miliszewska, John Horwood. 158-162 [doi]
- An evaluation method of project based learning on software development experimentSaeko Matsuura. 163-167 [doi]
- Closing the loop on test creation: a question assessment mechanism for instructorsTitus Winters, Tom Payne. 169-170 [doi]
- XP practices applied to gradingDavid B. Levine, Henry MacKay Walker. 173-177 [doi]
- An interdisciplinary undergraduate science informatics degree in a liberal arts contextDorothy Deremer, Katherine G. Herbert. 179-183 [doi]
- Bioinformatics and computing curriculum: a new model for interdisciplinary coursesJacquelyn S. Fetrow, David J. John. 185-189 [doi]
- Adding concentrations to the CS major: our dean calls us innovative James Blahnik, Bonnie McVey, David Pankratz. 191-194 [doi]
- Are they learning what (we think) we re teaching?Vicki L. Almstrum, David Klappholz, Steven Condly, John M. Clement. 195 [doi]
- Automata theory: its relevance to computer science students and course contentsMichal Armoni, S. Rodger, Moshe Y. Vardi, R. Verma. 197-198 [doi]
- A comprehensive representation of the computing and information disciplinesLillian N. Cassel, Andrew D. McGettrick, Robert H. Sloan. 199-200 [doi]
- Working together to improve K-12 computer science educationRobb Cutler, Chris Stephenson. 201 [doi]
- A Virtual Laboratory Model for Encouraging Undergraduate ResearchThomas P. Way. 203-207 [doi]
- Learning strategies and undergraduate researchJennifer A. Polack-Wahl, Karen Anewalt. 209-213 [doi]
- A model for summer undergraduate research experiences in emerging technologiesDeborah Knox, Peter DePasquale, Sarah Monisha Pulimood. 214-218 [doi]
- Multimodal communication in the classroom: what does it mean for us?Tamara Denning, William G. Griswold, Beth Simon, Michelle Wilkerson. 219-223 [doi]
- Everything I needed to know about teaching I learned in kindergarten: bringing elementary education techniques to undergraduate computer science classesShannon Pollard, Robert C. Duvall. 224-228 [doi]
- CSE volunteers: a service learning program to provide IT support to the hillsborough county school districtKenneth J. Christensen, D. Rundus, G. Perera, S. Zulli. 229-233 [doi]
- How to integrate FPGAs into a computer organization courseMichael J. Jipping, Sara Henry, Kathleen Ludewig, Leslie Tableman. 234-238 [doi]
- MARS: an education-oriented MIPS assembly language simulatorKenneth Vollmar, Pete Sanderson. 239-243 [doi]
- GSPIM: graphical visualization tool for MIPS assembly programming and simulationPatrick Borunda, Chris Brewer, Cesim Erten. 244-248 [doi]
- An undergraduate course on software bug detection tools and techniquesEric Larson. 249-253 [doi]
- Test-driven learning: intrinsic integration of testing into the CS/SE curriculumDavid Janzen, Hossein Saiedian. 254-258 [doi]
- Designing an adaptive learning module to teach software testingRahul Agarwal, Stephen H. Edwards, Manuel A. Pérez-Quiñones. 259-263 [doi]
- A multi-disciplinary look at the computing disciplinesAntonio M. Lopez Jr., Robert W. Lent, Frederick G. Lopez, Madonna G. Constantine. 264-265 [doi]
- Teaching computer graphics without raster-level algorithmsEdward Angel, Steve Cunningham, Peter Shirley, Kelvin Sung. 266-267 [doi]
- Final oral report of the SIGCSE committee on the implementation of a discrete mathematics courseBill Marion. 268-269 [doi]
- Accessibility first!: a new approach to web designBrian J. Rosmaita. 270-274 [doi]
- Visual programming and the blind: the challenge and the opportunityRobert M. Siegfried. 275-278 [doi]
- Teaching graphs to visually impaired students using an active auditory interfaceRobert F. Cohen, Arthur Meacham, Joelle Skaff. 279-282 [doi]
- Exploiting on-line data sources as the basis of programming projectsPeter DePasquale. 283-287 [doi]
- Design of class hierarchies: an introduction to OO program designViera K. Proulx, Kathryn E. Gray. 288-292 [doi]
- Back to basics in CS1 and CS2Stuart Reges. 293-297 [doi]
- Teaching operating systems: the windows caseAndreas Polze, Dave Probert. 298-302 [doi]
- A UNIX concurrent I/O simulatorSteven Robbins. 303-307 [doi]
- Realism and simplicity: disk simulation for instructional OS performance evaluationPeter DeRosa, Kai Shen, Christopher Stewart, Jonathan Pearson. 308-312 [doi]
- Discrete partnership: a case for a full year of discrete mathMark D. LeBlanc, Rochelle Leibowitz. 313-317 [doi]
- A project in algorithms based on a primary historical source about catalan numbersDavid Pengelley, Inna Pivkina, Desh Ranjan, Karen Villaverde. 318-322 [doi]
- Using market basket analysis to integrate and motivate topics in discrete structuresMichael R. Wick, Paul J. Wagner. 323-327 [doi]
- Animation and visualization in the curriculum: opportunities, challenges, and successesThomas L. Naps, Susan H. Rodger, Guido Röbetaling, Rockford J. Ross. 328-329 [doi]
- educational response to offshore outsourcingWilliam Aspray, A. Frank Mayadas, Moshe Y. Vardi, Stuart H. Zweben. 330-331 [doi]
- CyberTech-ITEST: an NSF-funded initiative to attract and prepare underrepresented students for tomorrow s careers in the computing sciencesLaurence I. Peterson, Dale Benham, Amy B. Woszczynski, Rich Schlesinger. 332-333 [doi]
- An interactive tutorial system for JavaEric Roberts. 334-338 [doi]
- Experiences using a collaborative electronic textbook: bringing the guide on the side home with youRyan L. McFall, Herbert L. Dershem, Darcy Davis. 339-343 [doi]
- Pedagogical techniques supported by the use of student devices in teaching software engineeringValentin Razmov, Richard J. Anderson. 344-348 [doi]
- An innovative approach to teaching refactoringSuzanne Smith, Sara Stoecklin, Catharina M. Serino. 349-353 [doi]
- Motivating OOP by blowing things up: an exercise in cooperation and competition in an introductory java programming courseKevin J. Bierre, Phil Ventura, Andrew M. Phelps, Christopher A. Egert. 354-358 [doi]
- OOP and the Janus principleJoel C. Adams. 359-363 [doi]
- Programming fundamentals and innovation taught through windows media player skin creationTodd Shurn. 364-372 [doi]
- Student progress monitoring tool using treeviewJungsoon P. Yoo, Sung K. Yoo, Chris Lance, Judy Hankins. 373-377 [doi]
- Growl...roar...are we ready for tiger?: review of the current climate and changes to be implemented for the 2007 AP CS examReg Hahne, Cay Horstmann, David Reed, Don Allen. 378 [doi]
- Turning automata theory into a hands-on courseSusan H. Rodger, Bart Bressler, Thomas Finley, Stephen Reading. 379-383 [doi]
- jFAST: a java finite automata simulatorTimothy M. White, Thomas P. Way. 384-388 [doi]
- Reduction -- an abstract thinking pattern: the case of the computational models courseMichal Armoni, Judith Gal-Ezer. 389-393 [doi]
- Digital gaming as a vehicle for learningUrsula Wolz, Tiffany Barnes, Ian Parberry, Michael R. Wick. 394-395 [doi]
- Successful approaches to teaching introductory computer science courses with pythonDavid Ranum, Bradley Miller, John M. Zelle, Mark Guzdial. 396-397 [doi]
- Language performance at high school and success in first year computer scienceSarah Rauchas, Benjamin Rosman, George Konidaris, Ian Sanders. 398-402 [doi]
- Can graduating students design software systems?Anna Eckerdal, Robert McCartney, Jan Erik Moström, Mark Ratcliffe, Carol Zander. 403-407 [doi]
- Qualitative research in computer science educationOrit Hazzan, Yael Dubinsky, Larisa Eidelman, Victoria Sakhnini, Mariana Teif. 408-412 [doi]
- Roles of variables and programming skills improvementPauli Byckling, Jorma Sajaniemi. 413-417 [doi]
- Storytelling and puzzles in a software engineering courseM. R. K. Krishna Rao. 418-422 [doi]
- Software project demonstrations as not only an assessment tool but also a learning toolChang Liu. 423-427 [doi]
- Personality types, learning styles, and an agile approach to software engineering educationLucas Layman, Travis Cornwell, Laurie A. Williams. 428-432 [doi]
- Teaching requirements engineering to an unsuspecting audienceDavid Callele, Dwight J. Makaroff. 433-437 [doi]
- Social networks generate interest in computer scienceCasey Alt, Owen L. Astrachan, Jeffrey Forbes, Richard Lucic, Susan H. Rodger. 438-442 [doi]
- Scavenger hunt: computer science retention through orientationJerry O. Talton, Daniel L. Peterson, Sam Kamin, Deborah Israel, Jalal Al-Muhtadi. 443-447 [doi]
- The evolution of a computational outreach program to secondary school studentsZachary Dodds, Leslie Karp. 448-452 [doi]
- Overview of the cyberTech-ITEST project: an initiative to attract and prepare under-represented students for tomorrow s careers in the computing sciencesLaurence I. Peterson, Dale Benham. 453-455 [doi]
- Computing Curricula 2005: The Overview ReportRussell L. Shackelford, Andrew D. McGettrick, Robert H. Sloan, Heikki Topi, Gordon Davies, Reza Kamali, James Cross, John Impagliazzo, Richard J. LeBlanc, Barry M. Lunt. 456-457 [doi]
- cooperative learning: beyond pair programming and team projectsEdward F. Gehringer, Katherine Deibel, John Hamer, Keith J. Whittington. 458-459 [doi]
- Teaching the power of randomization using a simple gameYana Kortsarts, Jeffrey Rufinus. 460-463 [doi]
- A template library to facilitate teaching message passing parallel computingJerome L. Paul, Michal Kouril, Kenneth A. Berman. 464-468 [doi]
- Reversing: an essential heuristic in program and proof designDavid Ginat, Michal Armoni. 469-473 [doi]
- Things are clicking in computer science coursesRoy P. Pargas, Dhaval M. Shah. 474-478 [doi]
- Non-traditional projects in the undergraduate AI courseAmruth Kumar, Deepak Kumar, Ingrid Russell. 479-480 [doi]
- The inverted curriculum in practiceMichela Pedroni, Bertrand Meyer. 481-485 [doi]
- Incorporating an intelligent tutoring system into CS1Leen-Kiat Soh. 486-490 [doi]
- Practice what you preach: full separation of concerns in CS1/CS2Hamzeh Roumani. 491-494 [doi]
- Relationship of early programming language to novice generated designTzu-Yi Chen, Alvaro E. Monge, Beth Simon. 495-499 [doi]
- Games as a flavor of CS1Jessica D. Bayliss, Sean Strout. 500-504 [doi]
- Graphical game development in CS2: a flexible infrastructure for a semester long projectMark C. Lewis, Berna L. Massingill. 505-509 [doi]
- The art and science of game programmingIan Parberry, Max B. Kazemzadeh, Timothy Roden. 510-514 [doi]
- Introductory game creation: no programming requiredA. T. Chamillard. 515-519 [doi]
- Case-based analysis: a practical tool for teaching computer ethicsMichael J. Quinn. 520-524 [doi]
- Computing in context: integrating an embedded computing project into a course on ethical and societal issuesFred G. Martin, Sarah Kuhn. 525-529 [doi]
- A learner-centered approach to teaching ethics in computingAnne Gates Applin. 530-534 [doi]
- An ethics and security course for students in computer science and information technologyRichard G. Epstein. 535-537 [doi]
- A data mining course for computer science: primary sources and implementationsDavid R. Musicant. 538-542 [doi]
- Image understanding as a second course in AI: preparing students for researchRoxanne L. Canosa. 543-547 [doi]
- Poker as a group project for artificial intelligenceMichael R. Scheessele, Thomas Schriefer. 548-552 [doi]
- TextMOLE: text mining operations library and environmentDaniel B. Waegel, April Kontostathis. 553-557 [doi]
- Research experience for undergraduates: successes and challengesMary J. Granger, Guy-Alain Amoussou, Miguel A. Labrador, Sue Perry, Kelly M. Van Busum. 558-559 [doi]
- Tools for teaching introductory programming: what works?Kris Powers, Paul Gross, Steve Cooper, Myles F. McNally, Kenneth J. Goldman, Viera K. Proulx, Martin C. Carlisle. 560-561 [doi]
- Nifty assignmentsNick Parlante, Steven A. Wolfman, Lester I. McCann, Eric Roberts, Chris Nevison, John Motil, Jerry Cain, Stuart Reges. 562-563 [doi]
- Make it Look real, make it look coolBill La Barge. 564 [doi]