Abstract is missing.
- All I really need to know I learned in CS1Elliot B. Koffman. 1 [doi]
- Starting with scratch in CS 1Ursula Wolz, Henry H. Leitner, David J. Malan, John Maloney. 2-3 [doi]
- Developing authentic problem solving skills in introductory computing classesKatrina E. Falkner, Edward Palmer. 4-8 [doi]
- Using collaborative, modified peer led team learning to improve student success and retention in intro csMaureen Biggers, Tuba Yilmaz, Monica Sweat. 9-13 [doi]
- The impact of instructor initiative on student learning: a tutoring studyKristy Elizabeth Boyer, Robert Phillips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. 14-18 [doi]
- CS1 students speak: advice for students by studentsBrian Hanks, Laurie Murphy, Beth Simon, Renée McCauley, Carol Zander. 19-23 [doi]
- Successful and unsuccessful problem solving approaches of novice programmersBrian Hanks, Matt Brandt. 24-28 [doi]
- Do students differentiate between computing disciplines?Jill E. Courte, Cathy Bishop-Clark. 29-33 [doi]
- An activity-based sensor networks course for undergraduates with sun spot devicesDamon Tyman, Nirupama Bulusu, Jens Mache. 34-38 [doi]
- GINI: a user-level toolkit for creating micro internets for teaching & learning computer networkingMuthucumaru Maheswaran, Alexis Malozemoff, Daniel Ng, Sheng Liao, Song Gu, Balasubramaneyam Maniymaran, Julie Raymond, Reehan Shaikh, Yuanyuan Gao. 39-43 [doi]
- Engaging students through mobile game developmentStan Kurkovsky. 44-48 [doi]
- CS262: a breadth-second survey of informatic CSDon Blaheta. 49-53 [doi]
- Breadth-last technical electives: integrating the CS core via computer games and mobile roboticsWilliam W. White, Jerry B. Weinberg. 54-58 [doi]
- Renaissance computing: an initiative for promoting student participation in computingLeen-Kiat Soh, Ashok Samal, Stephen D. Scott, Stephen Ramsay, Etsuko Moriyama, George Meyer, Brian Moore, William G. Thomas, Duane F. Shell. 59-63 [doi]
- SIGCSE: from the beginnings to a bright futureLillian N. Cassel, Richard H. Austing, Elliott Koffman. 64 [doi]
- Rediscovering the passion, beauty, joy, and awe: making computing fun again, continuedDaniel D. Garcia, Robb Cutler, Zachary Dodds, Eric Roberts, Alison Young. 65-66 [doi]
- Exploring NSF funding opportunities in EHR and CISEStephen Cooper, Joan Peckham, Harriet G. Taylor. 67-68 [doi]
- Panel on revitalized undergraduate computing educationJoseph E. Urban, Jesse M. Heines, Edward A. Fox, Harriet G. Taylor. 69-70 [doi]
- Experiences with just-in-time teaching in systems and design coursesJanet Davis. 71-75 [doi]
- Using daily student presentations to address attitudes and communication skills in CS1Chris Bennett, Timothy Urness. 76-80 [doi]
- Student-generated active-learning exercisesEdward F. Gehringer, Carolyn S. Miller. 81-85 [doi]
- Georgia computes! : improving the computing education pipelineAmy Bruckman, Maureen Biggers, Barbara Ericson, Tom McKlin, Jill P. Dimond, Betsy DiSalvo, Mike Hewner, Lijun Ni, Sarita Yardi. 86-90 [doi]
- Methodology for successful undergraduate recruiting in computer science at comprehensive public universitiesPatricia Morreale, Stan Kurkovsky, George Chang. 91-95 [doi]
- Representation of women in CS: how do we measure a program s success?Brad Richards. 96-100 [doi]
- Bringing big systems to small schools: distributed systems for undergraduatesJeannie R. Albrecht. 101-105 [doi]
- Hadoop at home: large-scale computing at a small collegeRichard A. Brown. 106-110 [doi]
- Seattle: a platform for educational cloud computingJustin Cappos, Ivan Beschastnikh, Arvind Krishnamurthy, Tom Anderson. 111-115 [doi]
- Python CS1 as preparation for C++ CS2Richard J. Enbody, William F. Punch, Mark McCullen. 116-120 [doi]
- A CS 1.5 introduction to web programmingMarty Stepp, Jessica Miller, Victoria Kirst. 121-125 [doi]
- Has the paradigm shift in CS1 a harmful effect on data structures courses: a case studyJudith Gal-Ezer, Tamar Vilner, Ela Zur. 126-130 [doi]
- An historical look at the SIGCSE conferenceCurt M. White. 131 [doi]
- Report of the 2008 SIGPLAN programming languages curriculum workshop: preliminary reportMark W. Bailey, Kim B. Bruce, Kathleen Fisher, Robert Harper, Stuart Reges. 132-133 [doi]
- Using open source software to engage students in computer science educationGregory W. Hislop, Heidi J. C. Ellis, Allen B. Tucker, Scott Dexter. 134-135 [doi]
- Preparing students for ubiquitous parallelismDaniel Ernst, Barry Wittman, Brian Harvey, Tom Murphy, Michael Wrinn. 136-137 [doi]
- Test-driven design for introductory OO programmingViera K. Proulx. 138-142 [doi]
- Test-driven data structures: revitalizing CS2Joel Adams. 143-147 [doi]
- Implications of integrating test-driven development into CS1/CS2 curriculaChetan Desai, David S. Janzen, John Clements. 148-152 [doi]
- Exploring factors that influence computer science introductory course students to persist in the majorLecia J. Barker, Charlie McDowell, Kimberly Kalahar. 153-157 [doi]
- Sexism: toxic to women s persistence in CSE doctoral programsJoanne McGrath Cohoon, Zhen Wu, Jie Chao. 158-162 [doi]
- Using peer-led team learning to increase participation and success of under-represented groups in introductory computer scienceSusan Horwitz, Susan H. Rodger, Maureen Biggers, David W. Binkley, C. Kolin Frantz, Dawn Gundermann, Susanne E. Hambrusch, Steven Huss-Lederman, Ethan V. Munson, Barbara G. Ryder, Monica Sweat. 163-167 [doi]
- Using ::::ink:::: to expose students thought processes in CS2/CS7Roy P. Pargas, Samuel Bryfczynski. 168-172 [doi]
- Dereferee: exploring pointer mismanagement in student codeAnthony Allevato, Stephen H. Edwards, Manuel A. Pérez-Quiñones. 173-177 [doi]
- Retina: helping students and instructors based on observed programming activitiesChristian Murphy, Gail E. Kaiser, Kristin Loveland, Sahar Hasan. 178-182 [doi]
- A multidisciplinary approach towards computational thinking for science majorsSusanne E. Hambrusch, Christoph Hoffmann, John T. Korb, Mark Haugan, Antony L. Hosking. 183-187 [doi]
- Teaching computational thinking through bioinformatics to biology studentsHong Qin. 188-191 [doi]
- Pander to ponderOwen L. Astrachan. 192-196 [doi]
- A historical look at curricula and materialsNell B. Dale, Andrew D. McGettrick, John Impagliazzo, Robert M. Aiken, Elliot B. Koffman, Jim Leisy. 197-198 [doi]
- Girls do like playing and creating gamesUrsula Wolz, Tiffany Barnes, Jessica D. Bayliss, Jamie Cromack. 199-200 [doi]
- Best practices in software engineering project class managementJon Beck, Vicki L. Almstrum, Heidi J. C. Ellis, Massood Towhidnejad. 201-202 [doi]
- Rethinking computingCraig J. Mundie. 203 [doi]
- Introductory programming courses and computer gamesMark Lewis, Scott T. Leutenegger, Michael Panitz, Kelvin Sung, Scott A. Wallace. 204-205 [doi]
- A graphics package for the first day and beyondMichael H. Goldwasser, David Letscher. 206-210 [doi]
- QuickDraw: bringing graphics into first yearBen Stephenson, Craig Taube-Schock. 211-215 [doi]
- A simple framework for interactive games in CS1Andrew Luxton-Reilly, Paul Denny. 216-220 [doi]
- Gr8 designs for Gr8 girls: a middle-school program and its evaluationMichelle Craig, Diane Horton. 221-225 [doi]
- A scaffolded introduction to dynamic website development for female high school studentsMary Beth Rosson, Anastassia Ioujanina, Timothy Paone, Gretel Sheasley, Hansa Sinha, Craig H. Ganoe, John M. Carroll, Jan Mahar. 226-230 [doi]
- A CS unplugged design patternTomohiro Nishida, Susumu Kanemune, Yukio Idosaka, Mitaro Namiki, Tim Bell, Yasushi Kuno. 231-235 [doi]
- An information assurance curriculum for commanding officers using hands-on experimentsJoel Brynielsson. 236-240 [doi]
- Teaching database security and auditingLi Yang. 241-245 [doi]
- Virtualized games for teaching about distributed systemsJoel Wein, Kirill Kourtchikov, Yan Cheng, Ron Gutierez, Roman Khmelichek, Matthew Topol, Chris Sherman. 246-250 [doi]
- Two mathematical gestalts for computer theoryKirby McMaster, Brian Rague, Steven M. Hadfield. 251-255 [doi]
- The hidden injuries of overloading ADT Duane Buck, David J. Stucki. 256-259 [doi]
- Thinking about computational thinkingJames J. Lu, George H. L. Fletcher. 260-264 [doi]
- It seemed like a good idea at the timeJonas Boustedt, Robert McCartney, Katherine Deibel, Jim Huggins, Beth Simon, Suzanne Westbrook, The Mystery Presenter. 265-266 [doi]
- Report on the ACM/IEEE-CS undergraduate curricula recommendationsAndrew D. McGettrick, Renée McCauley, Richard J. LeBlanc, Heikki Topi. 267-268 [doi]
- Preparation of high school computer science teachers: the Israeli perspectiveJudith Gal-Ezer, Orit Hazzan, Noa Ragonis. 269-270 [doi]
- Engaging middle school teachers and students with alice in a diverse set of subjectsSusan H. Rodger, Jenna Hayes, Gaetjens Lezin, Henry Qin, Deborah Nelson, Ruth Tucker, Mercedes Lopez, Stephen Cooper, Wanda Dann, Don Slater. 271-275 [doi]
- Filling the gap in programming instruction: a text-enhanced graphical programming environment for junior high studentsJoey C. Y. Cheung, Grace Ngai, Stephen C. F. Chan, Winnie W. Y. Lau. 276-280 [doi]
- Introducing computer programming via gameboy advance homebrewGary Kacmarcik, Sylvie Giral Kacmarcik. 281-285 [doi]
- On the role and effectiveness of pop quizzes in CS1Vincent A. Cicirello. 286-290 [doi]
- Integrating pedagogical code reviews into a CS 1 course: an empirical studyChristopher D. Hundhausen, Anukrati Agrawal, Dana Fairbrother, Michael Trevisan. 291-295 [doi]
- Another look at the behaviors of novice programmersJames B. Fenwick Jr., Cindy Norris, E. Frank Barry, Josh Rountree, Cole J. Spicer, Scott D. Cheek. 296-300 [doi]
- Academia-academia-industry collaborations on software engineering projects using local-remote teamsAdrian Rusu, Amalia Rusu, Rebecca Docimo, Confesor Santiago, Mike Paglione. 301-305 [doi]
- An international collaboration in software engineeringMohammad H. N. Tabrizi, Carol B. Collins, Vipul Kalamkar. 306-310 [doi]
- Foss 101: engaging introductory students in the open source movementRalph Morelli, Trishan R. de Lanerolle. 311-315 [doi]
- The heart of a whistle-blower: a corporate decision-making game for computer ethics classesBo Brinkman. 316-320 [doi]
- Experimental evaluation of an educational game for improved learning in introductory computingMichael Eagle, Tiffany Barnes. 321-325 [doi]
- Multi-site evaluation of SimSEEmily Oh Navarro, André van der Hoek. 326-330 [doi]
- The future of the AP CS programPaul T. Tymann, Laurie White. 331-332 [doi]
- From the man on the moon to 2001 and beyond: the evolving social and ethical impact of computers a session to commemorate SIGCSE 40 anniversaryFlorence Appel, Katherine Deibel, C. Dianne Martin, Joseph D. Oldham, Tarsem S. Purewal Jr., Carol Spradling. 333-334 [doi]
- New models for the CS1 course: a fifteen year retrospectiveRichard M. Salter, Robert D. Cupper, Stuart Hirshfield, Alexa M. Sharp. 335-336 [doi]
- Using games in introductory courses: tips from the trenchesJessica D. Bayliss. 337-341 [doi]
- Engagement: gaming throughout the curriculumBriana B. Morrison, Jon A. Preston. 342-346 [doi]
- Weighted game developer qualifications for consideration in curriculum developmentMonica McGill. 347-351 [doi]
- Revising an assessment plan to conform to the new ABET-CAC guidelinesDonald B. Sanderson. 352-356 [doi]
- A model academic ethics and integrity policy for computer science departmentsCharles Riedesel, Eric D. Manley, Susan Poser, Jitender S. Deogun. 357-361 [doi]
- Methods, metrics and motivation for a green computer science programMujtaba Talebi, Thomas Way. 362-366 [doi]
- Using programming to help students understand the value of diversityMichael R. Wick. 367-371 [doi]
- Teaching programming and problem solving to CS2 students using think-aloudsNaveed Arshad. 372-376 [doi]
- Analyzing programming projectsStuart A. Hansen. 377-381 [doi]
- Fabrication: a tangible link between computer science and creativitySusan Reiser, Rebecca F. Bruce. 382-386 [doi]
- Using modes of inquiry and engaging problems to link computer science and mathematicsRobin Y. Flatland, James R. Matthews. 387-391 [doi]
- Combining distinct graduate and undergraduate HCI courses: an experiential and interactive approachChristopher Brown, Robert Pastel. 392-396 [doi]
- Advanced placement computer science: the future of tracking the first year of instructionOwen L. Astrachan, Henry MacKay Walker, Chris Stephenson, Lien Diaz, Janice E. Cuny. 397-398 [doi]
- Trends and discoveries of the computing educators oral history projectLecia Jane Barker, Elizabeth Adams, Amardeep Kahlon, Andrea Lawrence, Allison Young. 399-400 [doi]
- Historical sources as a teaching toolInna Pivkina, Desh Ranjan, Jerry Lodder. 401-402 [doi]
- Increasing engagement in automata theory with JFLAPSusan H. Rodger, Eric Wiebe, Kyung Min Lee, Chris Morgan, Kareem Omar, Jonathan Su. 403-407 [doi]
- Understanding student performance on an algorithm simulation task: implications for guided learningAnne Philpott, Tony Clear, Jacqueline L. Whalley. 408-412 [doi]
- LC3uArch: a graphical simulator of the LC-3 microarchitectureAndrew Brownfield, Cindy Norris. 413-417 [doi]
- Abstraction and extensibility in digital logic simulation softwareRichard M. Salter, John L. Donaldson. 418-422 [doi]
- An inexpensive hand-eye system for undergraduate robotics instructionGlenn V. Nickens, Ethan J. Tira-Thompson, Thorna Humphries, David S. Touretzky. 423-427 [doi]
- CSbots: design and deployment of a robot designed for the CS1 classroomTom Lauwers, Illah R. Nourbakhsh, Emily Hamner. 428-432 [doi]
- Personalizing CS1 with robotsJay Summet, Deepak Kumar, Keith J. O Hara, Daniel Walker, Lijun Ni, Douglas S. Blank, Tucker R. Balch. 433-437 [doi]
- Do LEGO® Mindstorms® motivate students in CS1?William Isaac McWhorter, Brian C. O Connor. 438-442 [doi]
- A synthesis course in hardware architecture, compilers, and software engineeringShimon Schocken, Noam Nisan, Michal Armoni. 443-447 [doi]
- Build an operating system from scratch: a project for an introductory operating systems courseMichael D. Black. 448-452 [doi]
- The pintos instructional operating system kernelBen Pfaff, Anthony Romano, Godmar Back. 453-457 [doi]
- A history of computing course with a technical focusGeoffrey M. Draper, Robert R. Kessler, Richard F. Riesenfeld. 458-462 [doi]
- Two in the middle: digital character production and machinima coursesMark Christensen van Langeveld, Robert Kessler. 463-467 [doi]
- Enhancing undergraduate education: a REU model for interdisciplinary researchDaniela Stan Raicu, Jacob D. Furst. 468-472 [doi]
- Linking computer science, art, and practice through digital soundJennifer Burg, Jason Romney. 473-477 [doi]
- Music performamatics: interdisciplinary interactionJesse M. Heines, Gena R. Greher, Sarah Kuhn. 478-482 [doi]
- Nifty assignmentsNick Parlante, Thomas P. Murtagh, Mehran Sahami, Owen L. Astrachan, David Reed, Christopher A. Stone, Brent Heeringa, Karen L. Reid. 483-484 [doi]
- A tutorial on stroke-based interfaces: unistroke recognition algorithms appropriate for compelling projects in introductory coursesDave A. Berque. 485-486 [doi]
- Acm education board and masters level programsGordon Davies, Lillian N. Cassel, Arthur B. Pyster, Michael E. Caspersen, Heikki Topi. 487-488 [doi]
- Introducing PyLighter: dynamic code highlighterMichael G. Boland, Curtis C. Cliburn. 489-493 [doi]
- Predictive vs. passive animation learning toolsDavid Scot Taylor, Andrei F. Lurie, Cay S. Horstmenn, Menko B. Johnson, Sean K. Sharma, Edward C. Yin. 494-498 [doi]
- Data space animation for learning the semantics of C++ pointersAmruth N. Kumar. 499-503 [doi]
- Learning programming through fashion and design: a pilot summer course in wearable computing for middle school studentsWinnie W. Y. Lau, Grace Ngai, Stephen C. F. Chan, Joey C. Y. Cheung. 504-508 [doi]
- ::::Young women in computing::::: lessons learned from an educational & outreach programInna Pivkina, Enrico Pontelli, Rachel Jensen, Jessica Haebe. 509-513 [doi]
- The summer academy for advancing deaf and hard of hearing in computingAnna Cavender, Richard E. Ladner, Robert I. Roth. 514-518 [doi]
- An experience report on the design and delivery of two new software design coursesAlex Baker, André van der Hoek. 519-523 [doi]
- Injecting rapid feedback and collaborative reasoning in teaching specificationsDana P. Leonard, Jason O. Hallstrom, Murali Sitaraman. 524-528 [doi]
- On preparing students for distributed software development with a synchronous, collaborative development platformAndrew Meneely, Laurie Williams. 529-533 [doi]
- Entertainment arts and engineering(or how to fast track a new interdisciplinary program)Robert Kessler, Mark Christensen van Langeveld, Roger Altizer. 539-543 [doi]
- Embedding computer science concepts in K-12 science curriculaChi-Cheng Lin, Mingrui Zhang, Barbara Beck, Gayle Olsen. 539-543 [doi]
- What makes CS teachers change?: factors influencing CS teachers adoption of curriculum innovationsLijun Ni. 544-548 [doi]
- The present and future of computational thinkingOwen L. Astrachan, Susanne E. Hambrusch, Joan Peckham, Amber Settle. 549-550 [doi]
- Whither scheme?: 21:::st::: century approaches to scheme in CS1Richard Brown, Janet Davis, Samuel A. Rebelsky, Brian Harvey. 551-552 [doi]
- Make IT matter: how computing can make a differenceGregory D. Abowd. 553 [doi]