Abstract is missing.
- Effect of laboratory facilities on computer science curriculumR. Brien Maguire, Lawrence R. Symes. 1-5 [doi]
- Minicomputer selection and implementationSpotswood D. Stoddard. 6-12 [doi]
- A logical approach to teach digital computer design at logic and systems levelSarma R. Vishnubhotla. 13-21 [doi]
- "The simple internal procedure as an effective tool in the teaching and practice of structured PL/I"David R. Levine. 22-25 [doi]
- A tool designed to facilitate structured programmingHerman D. Hughes. 26-30 [doi]
- Practical experience in top-down structured software production in an academic settingWing C. Tam, Stavros N. Busenberg. 31-36 [doi]
- ORACLE a tool for learning compiler writingWilliam R. Haynes, Charles E. Hughes, Charles P. Pfleeger. 37-52 [doi]
- A do-it-yourself instant compiler.kitRussell J. Abbott. 53-58 [doi]
- Advanced structured COBOL programmingAsad Khailany. 59-62 [doi]
- Teaching problem solving and structured programming in FORTRANFrank L. Friedman, Elliot B. Koffman. 63-68 [doi]
- A multiprogramming operating system for a minicomputerTerry E. Weymouth, James T. Perry. 69-72 [doi]
- A top-down, laboratory based operating system courseDale H. Grit, Dennis D. Georg. 73-76 [doi]
- An operating systems implementation project for an undergraduate courseManfred Ruschitzka. 77-84 [doi]
- Operating systems with POPSSNeal S. Coulter. 85-87 [doi]
- Teaching programming to beginnersRobert P. Taylor. 88-92 [doi]
- Alternative teaching strategy for an introductory computer language courseAsad Khailany. 93-95 [doi]
- An experience in teaching "cobol?" to graduate engineersDale Bremmer, Bart Childs. 96-99 [doi]
- Calculator metaphors, and goals for calculator education in elementary schoolsDavid G. Moursund. 100-103 [doi]
- Machine language programming in an undergraduate computer science curriculumIan Sommerville. 104-107 [doi]
- A place for assembler in structured programmingJohn Beidler. 108-112 [doi]
- Teaching software development using a microprocessor laboratoryThomas C. Irby. 113-118 [doi]
- First course in computer science, a small surveyTeiji Furugori, Paul J. Jalics. 119-122 [doi]
- Methodology for teaching introductory computer scienceRodney R. Oldehoeft, R. V. Roman. 123-128 [doi]
- Recursive programming in english for freshmenTakayuki Kimura. 129-132 [doi]
- Problem formulation for programmersEdith W. Martin, Albert N. Badre. 133-138 [doi]
- Toward the specification of programsWilliam J. Mein. 139-141 [doi]
- The teaching of program correctnessW. D. Maurer. 142-144 [doi]
- Approaches to based storage in PL/IMoshe Augenstein, Aaron M. Tenenbaum. 145-150 [doi]
- Depth-first digraph algorithms without recursion151-153 [doi]
- Macrognosographics: A reason to keep flowchartingRichard K. Brewer. 154-156 [doi]
- A software engineering approach to introductory programming coursesMack W. Alford, Pei Hsia, Fred Petry. 157-161 [doi]
- A concept-oriented approach to introductory computer scienceWilliam M. Conner. 162-164 [doi]
- A structured introductory computer science courseLeon E. Winslow. 165-167 [doi]
- A structured approach to problem solving at the introduction level in computer scienceGerald N. Pitts, Barry L. Bateman. 168-172 [doi]
- Training college faculty members in the educational uses of computersLouise S. Morrison. 173-174 [doi]
- Some thoughts on reasons, definitions and tasks to achieve "functional" computer literacyMichael J. Neill. 175-177 [doi]
- Turning on the undergraduate computer science student: A RE-IPL suggestionEdward L. Schulman. 178-179 [doi]
- On guiding the business school toward computer literacyDonald F. Costello, Richard J. Schonberger. 180-183 [doi]
- Developing computer awarenessLawrence J. Mazlack. 184-187 [doi]