Table of Contents

• To teach is to touch lives foreverJudith Gal-Ezer. 1 [doi]
• Teaching tips we wish they d told us before we startedOwen L. Astrachan, Nick Parlante, Daniel D. Garcia, Stuart Reges. 2-3 [doi]
• Dynamic object viewers for data structuresJames H. Cross II, T. Dean Hendrix, Jhilmil Jain, Larry A. Barowski. 4-8 [doi]
• Which pointer errors do students make?Bruce M. Adcock, Paolo Bucci, Wayne D. Heym, Joseph E. Hollingsworth, Timothy J. Long, Bruce W. Weide. 9-13 [doi]
• Digital support for abductive learning in introductory computing coursesAtanas Radenski. 14-18 [doi]
• CS4HS: an outreach program for high school CS teachersLenore Blum, Thomas J. Cortina. 19-23 [doi]
• Retaining majors through the introductory sequenceElise H. Turner, Erik Albert, Roy M. Turner, Laurence Latour. 24-28 [doi]
• Eccles model of achievent-related choices: the case of computer science studies in Israeli high schoolsLarisa Eidelman, Orit Hazzan. 29-33 [doi]
• Plagiarism detection using feature-based neural networksSteve Engels, Vivek Lakshmanan, Michelle Craig. 34-38 [doi]
• Creating significant learning experiences in introductory artificial intelligenceAmy McGovern, Jason Fager. 39-43 [doi]
• Give students a clue: a course-project for undergraduate artificial intelligenceDavid M. Hansen, Joseph Bruce, David Harrison. 44-48 [doi]
• Funding opportunities in computer science education at the national science foundationMark Burge, Diana Burley, Harriet G. Taylor. 49 [doi]
• The virtual tele-tASK professor: semantic search in recorded lecturesSerge Linckels, Stephan Repp, Naouel Karam, Christoph Meinel. 50-54 [doi]
• Towards a syllabus repository for computer science coursesManas Tungare, Xiaoyan Yu, William Cameron, GuoFang Teng, Manuel A. Pérez-Quiñones, Lillian N. Cassel, Weiguo Fan, Edward A. Fox. 55-59 [doi]
• Web-based tools for active learning in information theoryMohamed Hamada. 60-64 [doi]
• Mechanics of undergraduate research at liberal arts colleges: lessons learnedDavid R. Musicant, Amruth Kumar, Doug Baldwin, Ellen Walker. 65-66 [doi]
• New paradigms for introductory computing coursesElliot B. Koffman, Heidi Ellis, Charles Kelemen, Curt M. White, Steven A. Wolfman. 67-68 [doi]
• Supporting active learning and example based instruction with classroom technologyRichard J. Anderson, Ruth E. Anderson, K. M. Davis, Natalie Linnell, Craig Prince, Valentin Razmov. 69-73 [doi]
• Tablet PC video based hybrid coursework in computer science: report from a pilot projectJaspal Subhlok, Olin Johnson, Venkat Subramaniam, Ricardo Vilalta, Chang Yun. 74-78 [doi]
• Assessing the impact of inking technology in a large digital design courseTilman Wolf. 79-83 [doi]
• Status report on the SIGCSE committee on models for evaluating faculty scholarshipShmuel Fink, Gerald Kruse, Keith Olson. 84-85 [doi]
• Subverting the fundamentals sequence: using version control to enhance course managementCurtis Clifton, Lisa C. Kaczmarczyk, Michael Mrozek. 86-90 [doi]
• Groupwork activities in synchronous online classroom spacesMatt Bower. 91-95 [doi]
• Students teaching students: incorporating presentations into a courseDouglas D. Dankel II, Jonathan Ohlrich. 96-99 [doi]
• Discrete math with programming: better togetherKirby McMaster, Nicole Anderson, Brian Rague. 100-104 [doi]
• InfoTraffic: teaching important concepts of computer science and math through real-world examplesRuedi Arnold, Marc Langheinrich, Werner Hartmann. 105-109 [doi]
• A course on simulation, probability and statisticsScott D. Anderson. 110-114 [doi]
• A games first approach to teaching introductory programmingScott T. Leutenegger, Jeffrey Edgington. 115-118 [doi]
• A multi-expertise application-driven classCristina Nita-Rotaru, Melissa Dark, Voicu Popescu. 119-123 [doi]
• Increasing student retention in computer science through research programs for undergraduatesJoan Peckham, Peter D. Stephenson, Jean-Yves Hervé, Ron Hutt, L. Miguel Encarnação. 124-128 [doi]
• UML tools: what is their role in undergraduate computer science courses?Dick Gayler, David Klappholz, Valerie J. Harvey, Manuel A. Pérez-Quiñones. 129-130 [doi]
• Assessing computer science programs: what have we learnedBill Marion, John Impagliazzo, Caroline St. Clair, Barry Soroka, Deborah Whitfield. 131-132 [doi]
• An initiative to attract students to computingLillian N. Cassel, Andrew D. McGettrick, Gordon Davies, Heikki Topi, Robert H. Sloan. 133-134 [doi]
• A course in software developmentRobert E. Noonan, John R. Hott. 135-139 [doi]
• A visual object-oriented programming environmentDave Feinberg. 140-144 [doi]
• Teaching students to build well formed object-oriented methods through refactoringSara Stoecklin, Suzanne Smith, Catharina M. Serino. 145-149 [doi]
• Algorithm visualization: a report on the state of the fieldClifford A. Shaffer, Matthew Cooper, Stephen H. Edwards. 150-154 [doi]
• Algorithm explorer: visualizing algorithms in a 3D multimedia environmentErik Carson, Ian Parberry, Bradley Jensen. 155-159 [doi]
• A study of algorithm animations on mobile devicesWolfgang Hürst, Tobias Lauer, Eveline Nold. 160-164 [doi]
• Building an autonomous vehicle by integrating lego mindstorms and a web camDaniel E. Stevenson, James D. Schwarzmeier. 165-169 [doi]
• Teaching students java bytecode using lego mindstorms robotsMichael J. Jipping, Cameron Calka, Brian O Neill, Christopher R. Padilla. 170-174 [doi]
• Mindstorms without robotics: an alternative to simulations in systems coursesFrank Klassner, Christopher Continanza. 175-179 [doi]
• Using virtual characters in personalized recommendationsEliseo Berni Reategui, Elisa Boff, John A. Campbell. 180-184 [doi]
• Technically speaking: fostering the communication skills of computer science and mathematics studentsJessen T. Havill, Lewis D. Ludwig. 185-189 [doi]
• Facilitated student discussions for evaluating teachingMichelle Craig. 190-194 [doi]
• Computational thinkingPeter B. Henderson, Thomas J. Cortina, Jeannette M. Wing. 195-196 [doi]
• Readn , writ n, rithmetic...and code nGrady Booch. 197 [doi]
• Active learning sheets for a beginner s course on reasoning about imperative programsKung-Kiu Lau. 198-202 [doi]
• Treisman workshops and student performance in CSDonald D. Chinn, Kristofer Martin, Catherine Spencer. 203-207 [doi]
• Interactive visualization for the active learning classroomDino Schweitzer, Wayne Brown. 208-212 [doi]
• Through the looking glass: teaching CS0 with AliceKris Powers, Stacey Ecott, Leanne M. Hirshfield. 213-217 [doi]
• An introduction to computer science for non-majors using principles of computationThomas J. Cortina. 218-222 [doi]
• Scratch for budding computer scientistsDavid J. Malan, Henry H. Leitner. 223-227 [doi]
• Killer killer examples for design patternsCarl Alphonce, Michael E. Caspersen, Adrienne Decker. 228-232 [doi]
• Computer games as motivation for design patternsPaul V. Gestwicki. 233-237 [doi]
• Working with pedagogical patterns in PACT: initial applications and observationsAndy Carle, Michael J. Clancy, John Canny. 238-242 [doi]
• Programming-lite: a dialog on educating computer science practitioners in a flat world Robert B. Allen, David Klappholz, Michael R. Wick, Carol Zander. 243-244 [doi]
• ...But what do the top-rated schools do? : a survey of introductory computer science curriculaJeffrey Forbes, Daniel D. Garcia. 245-246 [doi]
• ACM-W s new programs for recruiting and retaining women in computingPaula Gabbert, Barbara Boucher Owens, Bettina Bair, Chris Stephenson, Joanne McGrath Cohoon, Gloria Childress Townsend. 247-248 [doi]
• Experiencing aspects of games programming in an introductory computer graphics classKelvin Sung, Peter Shirley, Becky Reed Rosenberg. 249-253 [doi]
• A hands-on environment for teaching GPU programmingMike Bailey, Steve Cunningham. 254-258 [doi]
• Teaching graphics with the openGL shading languageJerry O. Talton, Darren Fitzpatrick. 259-263 [doi]
• Day one of the objects-first first course: what to doJoe Bergin, Michael J. Clancy, Don Slater, Michael Goldweber, David B. Levine. 264-265 [doi]
• Lightweight preliminary peer review: does in-class peer review make sense?Tamara Denning, Michael Kelly, David Lindquist, Roshni Malani, William G. Griswold, Beth Simon. 266-270 [doi]
• Engagement and frustration in programming projectsStuart Hansen, Erica Eddy. 271-275 [doi]
• Commonsense computing: using student sorting abilities to improve instructionTzu-Yi Chen, Gary Lewandowski, Robert McCartney, Kate Sanders, Beth Simon. 276-280 [doi]
• Outcomes-based computing accreditation: program assessmentGayle J. Yaverbaum, Doris K. Lidtke, Han Reichgelt, Stuart H. Zweben. 281-282 [doi]
• MicroTiger: a graphical microcode simulator with a reconfigurable datapathBrian G. VanBuren, Muhammad Shaaban. 283-287 [doi]
• Pep8CPU: a programmable simulator for a central processing unitJ. Stanley Warford, Ryan Okelberry. 288-292 [doi]
• Software-defined radio for undergraduate projectsWilliam P. Birmingham, Leah Acker. 293-297 [doi]
• Improving secondary CS education: progress and problemsBarbara Ericson, Mark Guzdial, Maureen Biggers. 298-301 [doi]
• Fourth grade computer scienceDaniel Frost. 302-306 [doi]
• Alice, middle schoolers & the imaginary worlds campsJoel C. Adams. 307-311 [doi]
• Integrating traditional and agile processes in the classroomRobert R. Kessler, Nathan Dykman. 312-316 [doi]
• DrProject: a software project management portal to meet educational needsKaren L. Reid, Gregory V. Wilson. 317-321 [doi]
• An integrated approach to project management through classic CS III and video game developmentUrsula Wolz, Sarah Monisha Pulimood. 322-326 [doi]
• Status report of the SIGCSE committee on teaching computer science research methodsHilary J. Holz, Anne Gates Applin, William Joel. 327-328 [doi]
• The current crisis in computing: what are the real issues?Lillian N. Cassel, Andrew D. McGettrick, Mark Guzdial, Eric Roberts. 329-330 [doi]
• Leveling the CS1 playing fieldGloria Childress Townsend, Suzanne Menzel, Katie A. Siek. 331-335 [doi]
• Weaving CS into CS1: a doubly depth-first approachThomas P. Murtagh. 336-340 [doi]
• A case for smaller class size with integrated lab for introductory computer scienceKristy Elizabeth Boyer, Rachael S. Dwight, Carolyn S. Miller, C. Dianne Raubenheimer, Matthias F. Stallmann, Mladen A. Vouk. 341-345 [doi]
• It seemed like a good idea at the timeJonas Boustedt, Robert McCartney, Josh D. Tenenberg, Titus Winters, Stephen Edwards, Briana B. Morrison, David R. Musicant, Ian Utting, Carol Zander. 346-347 [doi]
• A multidisciplinary bioinformatics minorRussel Bruhn, Steven F. Jennings. 348-352 [doi]
• Having a BLAST: a bioinformatics project in CS2Pamela A. Cutter. 353-357 [doi]
• Using interdisciplinary bioinformatics undergraduate research to recruit and retain computer science studentsJon Beck, Brent Buckner, Olga Nikolova. 358-361 [doi]
• The suitability of kinesthetic learning activities for teaching distributed algorithmsPaolo A. G. Sivilotti, Scott M. Pike. 362-366 [doi]
• Taking students out for a ride: using a board game to teach graph theoryDarren Lim. 367-371 [doi]
• Food-first computer science: starting the first course right with PB&JJanet Davis, Samuel A. Rebelsky. 372-376 [doi]
• Developing resources to support a national computer science curriculum for K-12Anita Verno, Steve Cooper, Thomas J. Cortina, Barb Ericson, Bill Madden. 377-378 [doi]
• Mobile and ubiquitous computing in an innovative undergraduate courseJorge L. V. Barbosa, Rodrigo Hahn, Débora Nice Ferrari Barbosa, Cláudio F. R. Geyer. 379-383 [doi]
• Exploring the potential of mobile phones for active learning in the classroomDavid Lindquist, Tamara Denning, Michael Kelly, Roshni Malani, William G. Griswold, Beth Simon. 384-388 [doi]
• Podcasting computer science E-1David J. Malan. 389-393 [doi]
• Alice Frenzy: an interactive group activityJames Caristi, Stephen Cooper, Judy Mullins. 394 [doi]
• An introductory course format for promoting diversity and retentionJames P. Cohoon. 395-399 [doi]
• Forming a women s computer science support groupJon Beck. 400-404 [doi]
• Gender difference trends in computer literacy of first-year studentsMark E. Hoffman, David R. Vance. 405-409 [doi]
• Gender, perceptions, and reality: technological literacy among first-year studentsElinor M. Madigan, Marianne Goodfellow, Jeffrey A. Stone. 410-414 [doi]
• tauepsilonChinueta: trial phase for the new curriculumTimothy A. Davis, Robert Geist, Sarah Matzko, James Westall. 415-419 [doi]
• Threads:::TM:::: how to restructure a computer science curriculum for a flat worldMerrick L. Furst, Charles L. Isbell, Mark Guzdial. 420-424 [doi]
• Interdisciplinary application tracks in an undergraduate computer science curriculumMingrui Zhang, Eugene Lundak, Chi-Cheng Lin, Tim Gegg-Harrison, Joan M. Francioni. 425-429 [doi]
• Visualizing trends in student performance across computer science coursesDana Wortman, Penny Rheingans. 430-434 [doi]
• Teaching compiler construction and language design: making the case for unusual compiler projects with postscript as the target languageMartin Ruckert. 435-439 [doi]
• RobotStudio: a modern IDE-based approach to reality computingLi Xu. 440-444 [doi]
• RegeXeX: an interactive system providing regular expression exercisesChristopher W. Brown, Eric A. Hardisty. 445-449 [doi]
• Engaging students in formal language theory and theory of computationScott Sigman. 450-453 [doi]
• Open source projects in programming coursesMichela Pedroni, Till G. Bay, Manuel Oriol, Andreas Pedroni. 454-458 [doi]
• Note to self: make assignments meaningfulLucas Layman, Laurie A. Williams, Kelli M. Slaten. 459-463 [doi]
• Inter-University software engineering using web servicesBarry L. Kurtz, James B. Fenwick Jr., Christopher C. Ellsworth, Xiaohong Yuan, Adam Steele, Xiaoping Jia. 464-468 [doi]
• Using live projects without pain: the development of the small project support center at Radford UniversityJ. D. Chase, Ed Oakes, Sean Ramsey. 469-473 [doi]
• NSF-DGE GK-12 teaching fellowships: changing student perceptions about computer scienceLinda B. Sherrell, Chang Liu, William M. Pottenger, Paul Gross. 474-475 [doi]
• Network security auditing as a community-based learning projectSusan J. Lincke. 476-480 [doi]
• Teaching experiences with a virtual network laboratoryKen Wong, Tilman Wolf, Sergey Gorinsky, Jonathan S. Turner. 481-485 [doi]
• SEED: a suite of instructional laboratories for computer SEcurity EDucationWenliang Du, Zhouxuan Teng, Ronghua Wang. 486-490 [doi]
• Using google hacking to enhance defense strategiesLisa Lancor, Robert Workman. 491-495 [doi]
• Computer games in the classroom, or, how to get perfect attendance, even at 8 AMBary Burd, John Goulden, Brian Ladd, Michael Rogers, Kris Stewart. 496 [doi]
• Nifty assignmentsNick Parlante, John Cigas, Angela B. Shiflet, Raja Sooriamurthi, Michael J. Clancy, Bob Noonan, David Reed. 497-498 [doi]
• Investigating the viability of mental models held by novice programmersLinxiao Ma, John D. Ferguson, Marc Roper, Murray Wood. 499-503 [doi]
• Threshold concepts in computer science: do they exist and are they useful?Jonas Boustedt, Anna Eckerdal, Robert McCartney, Jan Erik Moström, Mark Ratcliffe, Kate Sanders, Carol Zander. 504-508 [doi]
• Bridging the conceptual gap: assessing the impact on student attitudes toward programmingMichael R. Wick. 509-513 [doi]
• Opening the door of the computer science classroom: the ::::disciplinary commons::::Josh D. Tenenberg, Sally Fincher. 514-518 [doi]
• The computing ontology project: the computing education applicationLillian N. Cassel, Robert H. Sloan, Gordon Davies, Heikki Topi, Andrew D. McGettrick. 519-520 [doi]
• Resurrecting the applet paradigmEric Roberts. 521-525 [doi]
• Squint: barely visible library support for CS1Thomas P. Murtagh. 526-530 [doi]
• Programming studio: a course for improving programming skills in undergraduatesMichael Woodley, Samuel N. Kamin. 531-535 [doi]
• A Java execution simulatorSteven Robbins. 536-540 [doi]
• Making service learning accessible to computer scientistsBrian J. Rosmaita. 541-545 [doi]
• Gendered experiences of computing graduate programsJoanne McGrath Cohoon. 546-550 [doi]
• Can humanitarian open-source software development draw new students to CS?Heidi J. C. Ellis, Ralph A. Morelli, Trishan R. de Lanerolle, Jonathan Damon, Jonathan Raye. 551-555 [doi]
• Embracing the social relevance: computing, ethics and the communityTarsem S. Purewal Jr., Chris Bennett, Frederick Maier. 556-560 [doi]
• SimpleDB: a simple java-based multiuser syst for teaching database internalsEdward Sciore. 561-565 [doi]
• BabyOS: a fresh startHaifeng Liu, Xianglan Chen, Yuchang Gong. 566-570 [doi]
• An easy to use distributed computing frameworkChuck Pheatt. 571-575 [doi]
• The development and deployment of a multi-user, remote access virtualization system for networking, security, and system administration classesCharles Border. 576-580 [doi]
• The games computers play...: perfectlyJonathan Schaeffer. 581 [doi]