Table of Contents

• Alice: a dying man s passionRandy Pausch. 1 [doi]
• Perspectives on history in computing and educationVicki L. Almstrum, William Aspray, Mary Anne Egan, John Impagliazzo. 2-3 [doi]
• Teaching students to think nondeterministicallyMichal Armoni, Noa Lewenstein, Mordechai Ben-Ari. 4-8 [doi]
• A conceptual approach to teaching induction for computer scienceIrene Polycarpou, Ana Pasztor, Malek Adjouadi. 9-13 [doi]
• Incorporating transformations into jflap for enhanced understanding of automataJoan M. Lucas, Jonathan Jarvis. 14-18 [doi]
• Integrating agility in the cs curriculum: practices through valuesBrian Hanks, Carol Wellington, Thomas Reichlmayr, Cyril M. Coupal. 19-20 [doi]
• The mystery of b : = (b = false) Stuart Reges. 21-25 [doi]
• Learning from wrong and creative algorithm designDavid Ginat. 26-30 [doi]
• A principled approach to teaching OO firstDavid Gries. 31-35 [doi]
• CS-1 for scientistsGreg Wilson, Christine Alvarado, Jennifer Campbell, Rubin H. Landau, Robert Sedgewick. 36-37 [doi]
• Bantam: a customizable, java-based, classroom compilerMarc L. Corliss, E. Christopher Lewis. 38-42 [doi]
• Language engineering in the context of a popular, inexpensive robot platformLi Xu. 43-47 [doi]
• Language design and implementation using ruby and the interpreter patternAriel Ortiz. 48-52 [doi]
• Cross-cultural issues in a tutored video instruction courseNatalie Linnell, Richard J. Anderson, Jane Prey. 53-57 [doi]
• Engaging constructions: family-based computing experiences for immigrant middle school studentsMaureen Doyle, Kevin G. Kirby, Gary Newell. 58-62 [doi]
• A course in collaborative computing: collaborative learning and research with a global perspectiveTony Clear, Diana Kassabova. 63-67 [doi]
• Fair division as a means of apportioning software engineering class projectsJon Beck. 68-71 [doi]
• Improving pedagogical feedback and objective gradingTuukka Ahoniemi, Essi Lahtinen, Tommi Reinikainen. 72-76 [doi]
• APOGEE: automated project grading and instant feedback system for web based computingXiang Fu, Boris Peltsverger, Kai Qian, Lixin Tao, Jigang Liu. 77-81 [doi]
• Multi-player soccer and wireless embedded systemsGaetano Borriello, Carl Hartung, Bruce Hemingway, Karl Koscher, Brian Mayton. 82-86 [doi]
• A new paradigm for programming competitionsJames F. Bowring. 87-91 [doi]
• Computer science olympiad: exploring computer science through competitionIretta B. C. Kearse, Charles Hardnett. 92-96 [doi]
• Misunderstandings about object-oriented design: experiences using code reviewsScott A. Turner, Ricardo Quintana-Castillo, Manuel A. Pérez-Quiñones, Stephen H. Edwards. 97-101 [doi]
• Can students reengineer?Ronald J. Leach, Legand L. Burge III, Harry Keeling. 102-106 [doi]
• Process improvement of peer code review and behavior analysis of its participantsYanqing Wang, Yijun Li, Michael Collins, Peijie Liu. 107-111 [doi]
• Nifty assignmentsNick Parlante. 112-113 [doi]
• An open dialogue concerning the state of education policy in computer scienceRobert Schnabel, Duncan A. Buell, Joanna Goode, J. Strother Moore, Chris Stephenson. 114-115 [doi]
• Cluster computing for web-scale data processingAaron Kimball, Sierra Michels-Slettvet, Christophe Bisciglia. 116-120 [doi]
• Microwulf: a beowulf cluster for every deskJoel C. Adams, Tim H. Brom. 121-125 [doi]
• Towards a top-down approach to teaching an undergraduate grid computing courseBarry Wilkinson, Clayton Ferner. 126-130 [doi]
• The role of virtualization in computing educationAlessio Gaspar, Sarah Langevin, William D. Armitage, R. Sekar, T. Daniels. 131-132 [doi]
• Poogle and the unknown-answer assignment: open-ended, sharable cs1 assignmentsChristopher C. D. Head, Steven A. Wolfman. 133-137 [doi]
• Games, stories, or something more traditional: the types of assignments college students preferDaniel C. Cliburn, Susan Miller. 138-142 [doi]
• An early software engineering approach to teaching cs1, cs2 and aiT. M. Rao, Sandeep Mitra. 143-147 [doi]
• Mock trials and role-playing in computer ethics coursesRoxanne L. Canosa, Joan M. Lucas. 148-152 [doi]
• Ethics training and decision-making: do computer science programs need help?Carol Spradling, Leen-Kiat Soh, Charles Ansorge. 153-157 [doi]
• Experience offering a course centered on cyberpornJoseph D. Oldham. 158-162 [doi]
• Debugging: the good, the bad, and the quirky -- a qualitative analysis of novices strategiesLaurie Murphy, Gary Lewandowski, Renée McCauley, Beth Simon, Lynda Thomas, Carol Zander. 163-167 [doi]
• Compiler error messages: what can help novices?Marie-Hélène Nienaltowski, Michela Pedroni, Bertrand Meyer. 168-172 [doi]
• Backstop: a tool for debugging runtime errorsChristian Murphy, Eunhee Kim, Gail E. Kaiser, Adam Cannon. 173-177 [doi]
• Innovating our self imageOwen L. Astrachan, Peter J. Denning. 178-179 [doi]
• Improving computer science diversity through summer campsDennis P. Groth, Helen H. Hu, Betty Lauer, Hwajung Lee. 180-181 [doi]
• Using iPodLinux in an introductory OS courseBarry Lawson, Lewis Barnett. 182-186 [doi]
• Implementation of threads as an operating systems projectJohn L. Donaldson. 187-191 [doi]
• An experimental laboratory environment for teaching embedded operating systemsDennis Brylow. 192-196 [doi]
• Exploring NSF funding opportunitiesStephen Cooper, Timothy V. Fossum, Harriet G. Taylor. 197-198 [doi]
• Innovation, design, and simplicity at googleMarissa Mayer. 199 [doi]
• The effects of pair-programming on individual programming skillGrant Braught, L. Martin Eby, Tim Wahls. 200-204 [doi]
• An experimental study of cooperative learning in cs1Leland L. Beck, Alexander W. Chizhik. 205-209 [doi]
• Problem solving in community: a necessary shift in cs pedagogySarah Monisha Pulimood, Ursula Wolz. 210-214 [doi]
• Publishing in computing educationJosh D. Tenenberg, Sally Fincher, John Impagliazzo, Daniel Joyce. 215-216 [doi]
• Rediscovering the passion, beauty, joy and awe: making computing fun againAndrew D. McGettrick, Eric Roberts, Daniel D. Garcia, Chris Stevenson. 217-218 [doi]
• Games: good/evilSusan M. Haller, Brian Ladd, Scott T. Leutenegger, John Nordlinger, Jody Paul, Henry MacKay Walker, Carol Zander. 219-220 [doi]
• A story-centered, learn-by-doing approach to software engineering educationRay Bareiss, Martin Griss. 221-225 [doi]
• Struggles of new college graduates in their first software development jobAndrew Begel, Beth Simon. 226-230 [doi]
• Patterns for programming in parallel, pedagogicallyMatthew C. Jadud, Jon Simpson, Christian L. Jacobsen. 231-235 [doi]
• From sockets and RMI to web servicesMark A. Holliday, J. Traynham Houston, E. Matthew Jones. 236-240 [doi]
• Undergraduate data communications and networking projects using opnet and wireshark softwareVasil Hnatyshin, Andrea F. Lobo. 241-245 [doi]
• Isn t it time you had an emulab?W. David Laverell, Zongming Fei, Jim Griffioen. 246-250 [doi]
• Automatic extraction of notions from course materialMichela Pedroni, Manuel Oriol, Bertrand Meyer, Lukas Angerer. 251-255 [doi]
• Identifying important and difficult concepts in introductory computing courses using a delphi process: selective compression of unicode arrays in javaKenneth J. Goldman, Paul Gross, Cinda Heeren, Geoffrey Herman, Lisa C. Kaczmarczyk, Michael C. Loui, Craig B. Zilles. 256-260 [doi]
• Bloom s taxonomy revisited: specifying assessable learning objectives in computer scienceChristopher W. Starr, Bill Z. Manaris, RoxAnn H. Stalvey. 261-265 [doi]
• Evaluating a breadth-first cs 1 for scientistsZachary Dodds, Ran Libeskind-Hadas, Christine Alvarado, Geoff Kuenning. 266-270 [doi]
• CS 0.5: a better approach to introductory computer science for majorsRobert H. Sloan, Patrick Troy. 271-275 [doi]
• Pre-programming analysis tutors help students learn basic programming conceptsWei Jin. 276-280 [doi]
• A model for high school computer science education: the four key elements that make it!Orit Hazzan, Judith Gal-Ezer, Lenore Blum. 281-285 [doi]
• A novel approach to K-12 CS education: linking mathematics and computer scienceMindy Hart, James P. Early, Dennis Brylow. 286-290 [doi]
• Scratching the surface of advanced topics in software engineering: a workshop module for middle school studentsPaolo A. G. Sivilotti, Stacey A. Laugel. 291-295 [doi]
• The game of life: an outreach model for high school students with disabilitiesRichard E. Ladner, Tammy VanDeGrift. 296-297 [doi]
• scratch your way to introductory csUrsula Wolz, John Maloney, Sarah Monisha Pulimood. 298-299 [doi]
• Game-themed programming assignments: the faculty perspectiveKelvin Sung, Michael Panitz, Scott Wallace, Ruth Anderson, John Nordlinger. 300-304 [doi]
• Broadening participation through scalable game designAlexander Repenning, Andri Ioannidou. 305-309 [doi]
• Ucigame, a java library for gamesDaniel Frost. 310-314 [doi]
• Defense against the dark artsMark W. Bailey, Clark L. Coleman, Jack W. Davidson. 315-319 [doi]
• Moving beyond security tracks: integrating security in cs0 and cs1Blair Taylor, Shiva Azadegan. 320-324 [doi]
• Teaching cryptography with open-source softwareAlasdair McAndrew. 325-329 [doi]
• Serious fun: peer-led team learning in CSSteven Huss-Lederman, Donald Chinn, James Skrentny. 330-331 [doi]
• Student understanding of object-oriented programming as expressed in concept mapsKate Sanders, Jonas Boustedt, Anna Eckerdal, Robert McCartney, Jan Erik Moström, Lynda Thomas, Carol Zander. 332-336 [doi]
• Evolving an integrated curriculum for object-oriented analysis and designSarnath Ramnath, Brahma Dathan. 337-341 [doi]
• Using cognitive conflict and visualisation to improve mental models held by novice programmersLinxiao Ma, John D. Ferguson, Marc Roper, Isla Ross, Murray Wood. 342-346 [doi]
• Socially relevant computingMichael Buckley, John Nordlinger, Devika Subramanian. 347-351 [doi]
• Community connections: lessons learned developing and maintaining a computer science service-learning programChristopher H. Brooks. 352-356 [doi]
• Forging connections between life and class using reading assignments: a case studyLeigh Ann Sudol. 357-361 [doi]
• Increasing diversity in k-12 computer science: strategies from the fieldJoanna Goode. 362-366 [doi]
• Programming by choice: urban youth learning programming with scratchJohn H. Maloney, Kylie A. Peppler, Yasmin B. Kafai, Mitchel Resnick, Natalie Rusk. 367-371 [doi]
• Cybercivics: a novel approach to reaching k-12 students with the social relevance of computer scienceJim Owens, Jeanna Matthews. 372-376 [doi]
• The expansion of CS4HS: an outreach program for high school teachersLenore Blum, Thomas J. Cortina, Edward D. Lazowska, Joe Wise. 377-378 [doi]
• Wikis: collaborative learning for cs educationEdward F. Gehringer, Lillian N. Cassel, Katherine Deibel, William Joel. 379-380 [doi]
• Grid computing at the undergraduate level: can we do it?Jens Mache, Amy W. Apon, Thomas Feilhauer, Barry Wilkinson. 381-382 [doi]
• Multidisciplinary students and instructors: a second-year games courseNathan R. Sturtevant, H. James Hoover, Jonathan Schaeffer, Sean Gouglas, Michael H. Bowling, Finnegan Southey, Matthew Bouchard, Ghassan Zabaneh. 383-387 [doi]
• An interdisciplinary major emphasizing multimediaCarol Spradling, Jody Strauch, Craig Warner. 388-391 [doi]
• Exploring studio-based instructional models for computing educationChristopher D. Hundhausen, N. Hari Narayanan, Martha E. Crosby. 392-396 [doi]
• Will they stay or will they go?Joanne McGrath Cohoon, Zhen Wu, Luo Luo. 397-401 [doi]
• Student perceptions of computer science: a retention study comparing graduating seniors with cs leaversMaureen Biggers, Anne Brauer, Tuba Yilmaz. 402-406 [doi]
• Cultural representations of gender among u. s. computer science undergraduates: statistical and data mining resultsAntonio M. Lopez Jr., Kun Zhang, Frederick G. Lopez. 407-411 [doi]
• A case study of retention practices at the University of Illinois at Urbana-ChampaignTanya L. Crenshaw, Erin W. Chambers, Heather Metcalf. 412-416 [doi]
• Noteblogging: taking note taking publicBeth Simon, Krista Davis, William G. Griswold, Michael Kelly, Roshni Malani. 417-421 [doi]
• A system for developing tablet pc applications for educationSam Kamin, Michael Hines, Chad Peiper, Boris Capitanu. 422-426 [doi]
• Operational experience with a virtual networking laboratoryCharlie Wiseman, Ken Wong, Tilman Wolf, Sergey Gorinsky. 427-431 [doi]
• Local: a model geared towards ubiquitous learningJorge L. V. Barbosa, Rodrigo Hahn, Solon Rabello, Débora Nice Ferrari Barbosa. 432-436 [doi]
• Nifty objects for CS0 and CS1Joe Hummel, Carl Alphonce, Joe Bergin, Michael E. Caspersen, Stuart Hansen, James E. Heliotis, Michael Kölling. 437-438 [doi]
• Developing inclusive outreach activities for students with visual impairmentsStephanie Ludi, Thomas Reichlmayr. 439-443 [doi]
• Helping him see: guiding a visually impaired student through the computer science curriculumMary Elaine Califf, Mary Goodwin, Jake Brownell. 444-448 [doi]
• Inspiring blind high school students to pursue computer science with instant messaging chatbotsJeffrey P. Bigham, Maxwell B. Aller, Jeremy T. Brudvik, Jessica O. Leung, Lindsay A. Yazzolino, Richard E. Ladner. 449-453 [doi]
• Course experiences of computing students with disabilities: four case studiesKatherine Deibel. 454-458 [doi]
• Security education: a roadmap to the futureCarol Taylor, Rose Shumba. 459-460 [doi]
• Undergraduate research experiences in data miningImad Rahal. 461-465 [doi]
• Improving retention and graduate recruitment through immersive research experiences for undergraduatesTeresa A. Dahlberg, Tiffany Barnes, Audrey Rorrer, Eve Powell, Lauren Cairco. 466-470 [doi]
• Can great research be taught?: independent research with cross-disciplinary thinking and broader impactNick Feamster, Alexander Gray. 471-475 [doi]
• A citation analysis of the sigcse 2007 proceedingsRaymond Lister, Ilona Box. 476-480 [doi]
• Preparing students for industry s software engineering needsWatts Humphrey, Robert Musson, Rafael Salazar. 481-482 [doi]
• An image background detection project for a visual exploration of DFS and BFSAli Erkan, Diyan Gochev. 483-487 [doi]
• A cross-domain visual learning engine for interactive generation of instructional materialsK. R. Subramanian, T. Cassen. 488-492 [doi]
• A query simulation system to illustrate database query executionBrett Allenstein, Andrew Yost, Paul Wagner, Joline Morrison. 493-497 [doi]
• Introducing an experimental cognitive robotics curriculum at historically black colleges and universitiesAndrew B. Williams, David S. Touretzky, Ethan J. Tira-Thompson, LaVonne Manning, Chutima Boonthum, Clement S. Allen. 498-502 [doi]
• The funnel that grew our cis major in the cs desertJanice Pearce, Mario Nakazawa. 503-507 [doi]
• A bioinformatics track in computer scienceSami Khuri. 508-512 [doi]
• Grace hopper visits the neighborhoodGloria Childress Townsend, Lecia Jane Barker, Suzanne Menzel, Joanne McGrath Cohoon. 513-517 [doi]
• Improving the persistence of first-year undergraduate women in computer scienceRita Manco Powell. 518-522 [doi]
• The effect of using problem-solving software tutors on the self-confidence of female studentsAmruth N. Kumar. 523-527 [doi]
• It seemed like a good idea at the timeJonas Boustedt, Robert McCartney, Josh D. Tenenberg, Scott D. Anderson, Caroline M. Eastman, Daniel D. Garcia, Paul V. Gestwicki, Margaret S. Menzin. 528-529 [doi]
• Curriculum update from the ACM education board: CS2008 and a report on masters degreesLillian N. Cassel, Michael E. Caspersen, Gordon Davies, Renée McCauley, Andrew D. McGettrick, Arthur B. Pyster, Robert H. Sloan. 530-531 [doi]
• Test-driven learning in early programming coursesDavid Janzen, Hossein Saiedian. 532-536 [doi]
• Supporting student-written tests of gui programsMatthew Thornton, Stephen H. Edwards, Roy P. Tan, Manuel A. Pérez-Quiñones. 537-541 [doi]
• Teaching software development with ATDD and easyacceptJacques Philippe Sauvé, Osório Lopes Abath Neto. 542-546 [doi]
• Computer science for everyone: making your computing classes and departments accessibleRichard E. Ladner, Dan Comden. 547-548 [doi]
• Computer science: past, present, and futureEdward D. Lazowska. 549 [doi]