Table of Contents

• Session details: General topicsM. G. Keeny. [doi]
• Session details: Introduction courses IRobert M. Aiken. [doi]
• Session details: Developing countries IIEdward L. Robertson. [doi]
• Session details: Cooperative education and internship programsHarry Hedges. [doi]
• Session details: Computer oriented curriculaDella Bonnette. [doi]
• Session details: Introductory courses IIGeorge Nagy. [doi]
• Session details: Instructional toolsSeymour V. Pollack. [doi]
• Session details: Implementation of the ACM curriculum recommendationsBruce H. Barnes. [doi]
• Session details: Hardware laboratories: what they should contain and how to obtain fundingRobert Holland. [doi]
• Session details: A computer science educational software exchangeNorman E. Sondak. [doi]
• Session details: Computer science curriculumGerald L. Engel. [doi]
• Session details: Special courses IJohn F. Dalphin. [doi]
• Session details: Data base management systemsWilliam D. Haseman. [doi]
• Session details: IEEE computer society panel presentationDavid Rine. [doi]
• Session details: Team programmingJohn E. Herman. [doi]
• Session details: Poster session IIJohn Herman. [doi]
• Session details: Hardware courses/laboratoriesLawrence A. Jehn. [doi]
• Session details: Poster session IJohn Herman. [doi]
• Session details: Developing countries IAsad Khailany. [doi]
• Session details: Computer science education in developing countriesTheodor D. Sterling. [doi]
• Session details: Special courses IIJack Carrol. [doi]
• Design and use of instructional tools for computer scienceS. Imtiaz Ahmad. 1-6 [doi]
• COMES: a CAI system oriented to programming languagesMauro Di Manzo, Maria Ferraris, Arrigo L. Frisiani, Vittorio Midoro, G. Olimpo. 7-15 [doi]
• Visual demonstration of program executionRussell B. Kline, Gary D. Hamor, Kenneth L. Krause, Larry E. Druffel. 16-18 [doi]
• A laboratory approach to teaching compiler writingJames S. Daley. 19-21 [doi]
• The role of a comparative programming languages course in the computer science curriculumFrank G. Pagan. 22-23 [doi]
• An experience component for undergraduate computer science educationHerbert L. Dershem. 24-26 [doi]
• A professional master's degree program in computer scienceKenneth Magel, Everald E. Mills. 27-30 [doi]
• A survey of graduates from an undergraduate computer science programFred C. Homeyer. 31 [doi]
• A graduate immigration course in computer scienceRobert N. Chanon. 32 [doi]
• Teaching toward error free programmingRobert McCurdy. 33 [doi]
• Structured programming for computer science majorsJ. Dennis Omlor. 34 [doi]
• A report on the use of multimedia courses in computer science educationWilliam A. Hansen. 35 [doi]
• The bachelor's and master's computer science graduateDouglas S. Kerr, Donald L. Kalmey. 36 [doi]
• Computer science education in a developing nationJ. A. Anyanwu. 37-40 [doi]
• Computer science education at universities: the case of developing countriesVáclav Chvalovský. 41-47 [doi]
• A computer engineering degree in MexicoCarlos Gonzales. 48-52 [doi]
• A student-use: hierarchical data base management systemFrank Germano Jr., Stephen Higgenbotham. 53-58 [doi]
• Using an instructional data base system in the undergraduate curriculumEdward L. Lamie. 59-64 [doi]
• Teaching data management using an educational data base management systemFrederick H. Lochovsky, Dennis Tsichritzis. 65-69 [doi]
• A data base course for business studentsMyles Stern. 70-73 [doi]
• A computer science educational software exchangeNorman E. Sondak. 74-78 [doi]
• A note on teaching structured programming in an introductory programming coursePaul J. Jalics. 79 [doi]
• Using captioned slides to teach computer operationsBob Murray, Tom Policano, John Sweeney. 80 [doi]
• Only a Baker's dozenJames R. Pinkert, Kathryn L. Schenk. 81-84 [doi]
• Industrial needs culminated in business applications courseJohn F. Schrage. 85 [doi]
• Cooperative education and realistic student preparationBarry Arnow. 86 [doi]
• The integration of a traditional cooperative education program and a computer science disciplinePatricia Bartos Foutz, Martha J. Johnson. 87-91 [doi]
• Cooperative education: making it workFrank J. Hatfield, Roberta R. Alexander. 92-95 [doi]
• Cooperative education: what is involved?Roberta R. Alexander, Frank J. Hatfield. 96 [doi]
• The directed project: a poor man's internshipMichael J. Powers. 97 [doi]
• A successful student internship programM. L. Schneider, Neal S. Coulter, John C. Munson. 98 [doi]
• Curricula in computer science and engineering: needs and alternativesDavid C. Rine. 99-106 [doi]
• The introductory programming course in computer science: ten principlesG. Michael Schneider. 107-114 [doi]
• A lecture/laboratory approach to the first course in programmingRonald E. Prather, Judith D. Schlesinger. 115-118 [doi]
• Programming languages for introductory computing courses: a position paperNicholas Solntseff. 119-124 [doi]
• A CS1 course based on stand-alone microcomputersKenneth L. Bowles. 125-127 [doi]
• Problems faced by a computer science department in a developing countrySimon H. Lavington. 128-131 [doi]
• A graduate program in information systems for the Lating American environmentIgnacio Mijares. 132-136 [doi]
• A beginning curriculum in data processing: for Native American studentsR. Waldo Roth. 137-148 [doi]
• Communication sur "l'enseignement de l'informatique dans les pays en voie de developement."Demba Sangare. 149-152 [doi]
• Computer science is the proper home for digital hardware designDavid E. Winkel, Franklin Prosser. 153-156 [doi]
• A mini computer courseSpotswood D. Stoddard. 157-159 [doi]
• Computing science hardware laboratories and the LSI revolutionRichard F. Hobson. 160-170 [doi]
• Microcomputers in the computer science curriculumAlfred C. Weaver. 171-176 [doi]
• Implementation of the ACM curriculum recommendationsBruce H. Barnes. 177 [doi]
• Hardware laboratories: what they should contain and how to obtain fundingRobert Holland, David Fulton, Ed Lamie, George Nagy, John Tartar, Jay Wienkam. 178 [doi]
• Computer science education in developing countriesTheodor D. Sterling, F. K. Allotey, Asad Khailany, Maria Lúcia Blanck Lisbôa, Ignacio Mijares, Edward L. Robertson. 179 [doi]
• A sequence of computing courses for liberal arts collegesDavid J. Ahlgren, August E. Sapega, H. Warner. 180-182 [doi]
• Opinions on computer science courses for precollege level teachersDavid G. Moursund. 183-188 [doi]
• Conducting project team classes in data processingAsad Khailany, Charles S. Saxon. 189-192 [doi]
• The cost-effectiveness of team debugging in teaching cobol programmingRonald S. Lemos. 193-196 [doi]
• A student group project in operating system implementationH. Comaa, J. Kramer, B. K. Penney. 197-202 [doi]
• Team projects in the undergraduate curriculumJohn H. Crenshaw. 203-205 [doi]
• Teacher-training in computer science education in Western Australia: group projectsMichael R. Mocciola. 206-209 [doi]
• An intermediate course on computer systemsRobert I. Winner. 210-212 [doi]
• A course in program verification for programmersGerald A. Jones, Ann Marie Walsh. 213-216 [doi]
• A first course in computer science for graduate studentsRobert F. Mathis. 217-223 [doi]
• A course in programming and practice: toward small systemsRobert N. Chanon. 224-228 [doi]
• The case for computer scientists teaching computer science or digit-alice in squanderlandJohn M. Carroll. 229-231 [doi]
• An effectiveness index for use in university computing center managementAndrew Varanelli. 232-238 [doi]
• Problems of teaching computer history in introductory coursesJames L. Rogers. 239-242 [doi]
• The roots of structured programmingLeonard H. Weiner. 243-254 [doi]
• A fundamental computer science course that unifies theory and practiceLawrence Flon, Paul N. Hilfinger, Mary Shaw, William A. Wulf. 255-259 [doi]
• The use of interactive fortranLawrence J. Mazlack. 260-265 [doi]
• Why johny can't program: a progress reportHenry E. Leither, Harry R. Lewis. 266-276 [doi]
• The use of PASCAL as a teaching tool in introductory, intermediate and advanced computer science coursesNadia Thalmann, Daniel Thalmann. 277-281 [doi]
• Small systems for undergraduate courses in system designJohn P. Grillo. 282-285 [doi]
• Real-time laboratory for interdisciplinary computer projectsMyron W. Krueger. 286-290 [doi]
• A project to teach microprogrammed asynchronous system designSarma R. Vishnubhotla. 291-296 [doi]