Abstract is missing.
- Quasi-Behavioral Objectives for curriculum specificationLynne J. Baldwin. 1-7 [doi]
- Computer literacy: An interdisciplinary, hands on approach at the Evergreen State College, Olympia WashingtonJohn O. Aikin. 8-12 [doi]
- Computer science education and the ideal of liberal artsGail B. Brackett, Chadwick H. Nestman, Emil R. Spees. 13-15 [doi]
- Factionalism versus fraternalism in computing: A plea for the latterRonald S. Lemos. 16-22 [doi]
- Microcomputer utilization in basic programming coursesRobert N. Cook. 23-26 [doi]
- How to show something is not: Proofs in formal language and computability theoryKeith Harrow. 27-30 [doi]
- Microprocessors in a computer science curriculumBenjamin M. Lin. 31-34 [doi]
- An integrated small computer laboratory using a central disk storage facilityJ. Michael Moshell, Charles E. Hughes, Robert M. Aiken. 35-37 [doi]
- A workable interpreter project for a "Structured Programming" courseDavid R. Levine. 38-44 [doi]
- Programming and algorithms II: A second course in computer scienceDouglas S. Kerr. 45-49 [doi]
- A project approach to structure and correctness in Pitt's second computer science courseLawrence Yelowitz. 50-54 [doi]
- Introducing "theory" in the second programming coursePaul N. Hilfinger, Mary Shaw, William A. Wulf. 55-58 [doi]
- Careers of University of San Francisco Computer Science GraduatesJames N. Haag. 59-62 [doi]
- Simulation as a vehicle for project experienceJames D. Powell, M. J. Lee. 63-66 [doi]
- A survey of how practicing programmers keep up-to-date first results including their implications for computer science educationJames Fisher, John Alvarez, Robert Taylor. 67-72 [doi]
- A course in personalized applications librariesRonald S. King, John Walstrom. 73-76 [doi]
- Toward Model Curricula in Software EngineeringRichard E. Fairley. 77-79 [doi]
- A survey of software engineering coursesAlex A. J. Hoffman. 80-83 [doi]
- A proposed 4-year software engineering curriculumRandall W. Jensen, Charles C. Tonies, William I. Fletcher. 84-92 [doi]
- A historical, generalistic, and complementary approach in introductory computer science educationIzumi Kimura. 93-99 [doi]
- A study of the first course in computersWilliam B. Gruener, Steven M. Graziano. 100-107 [doi]
- Systematic instruction in simple programming gambitsMichael P. Barnett. 108-112 [doi]
- A two-semester course sequence in introductory programming using PL/1 - a rationale and overviewDonald L. Epley, Ted Sjoerdsma. 113-119 [doi]
- A software tool for teaching Data StructuresJohn Beidler, John G. Meinke. 120-125 [doi]
- QUILT (a.k.a. KWILT): A special purpose instructional languageCarl Eckberg. 126-130 [doi]
- Direct connection between Compiling Techniques and Databases coursesNadia Thalmann, Daniel Thalmann. 131-135 [doi]
- Database management in the undergraduate curriculumNell B. Dale. 136-139 [doi]
- Two year curricula in computer studies-implementing the guidelinesRichard W. Dillman, William H. Anderson, Dorothea L. Choper, John M. Lloyd, Katherine B. Simms, James F. Williams. 140-150 [doi]
- Implementing a computer science curriculum merging two curriculum modelsWilliam Mitchell, Bruce Mabis. 151-155 [doi]
- Computer currencyNeal S. Coulter, Fred G. Harold. 156-161 [doi]
- Computer science and engineering education: Current trends, new dimensions and related professional programsLawrence A. Jehn, David C. Rine, Norman E. Sondak. 162-178 [doi]