Table of Contents

• Central government computing agency in less developed countriesAsad Khailany. 1 [doi]
• Science education and research for technological progressS. Imtiaz Ahmad. 3 [doi]
• Computer whatcha-maycallit: Insights into universal computer educationJ. Michael Moshell, Charles E. Hughes, C. R. Gregory, Robert M. Aiken. 8-11 [doi]
• Software engineering at the high school level or taking a byte or two from an apple IIJohn A. Beidler, John G. Meinke. 12-14 [doi]
• A tool that detects plagiarism in Pascal programsSamuel L. Grier. 15-20 [doi]
• A plagiarism detection systemJohn L. Donaldson, Ann-Marie Lancaster, Paula H. Sposato. 21-25 [doi]
• Plagiarism in computer sciences courses(Panel Discussion)William H. Dodrill, Doris K. Lidtke, Cynthia Brown 0001, Michael Ian Shamos, Mary Dee Harris Fosberg, Philip L. Miller. 26-27 [doi]
• Teaching operating systems and machine architecture - more on the hands-on laboratory approachMalcolm G. Lane. 28-36 [doi]
• Using a sales incentive technique in a first course in software engineeringLawrence J. Mazlack. 37-40 [doi]
• A project-oriented course (Computer Programming II)David B. Teague. 41-45 [doi]
• A one-year introductory course for computer science undergraduate programAli Behforooz, Onkar P. Sharma. 46-49 [doi]
• A suggested course in introductory computer programmingWarren Harrison, Kenneth I. Magel. 50-56 [doi]
• Alternatives to the traditional first course in computingJohn G. Meinke, John A. Beidler. 57-60 [doi]
• All publishers are alike, aren't they? (Panel Discussion)Charles Stewart, Jon Thompson, Charles Murphy, Barbara Friedman, Stephen Mitchell. 61 [doi]
• FORTRAN: A self-paced, mastery-based courseHenry A. Etlinger, Gordon I. Goodman, Charles Plummer. 62-73 [doi]
• A model for a CAI learning systemDonald L. Kalmey, Marino J. Niccolai. 74-77 [doi]
• A self-paced first course in computer scienceJohn O. Aikin. 78-85 [doi]
• A comparison of non-business and business student test scores in basicRonald S. Lemos. 86-90 [doi]
• Getting more oomph from programming exercisesAlan L. Tharp. 91-95 [doi]
• Teaching subsets of PascalJ. William Atwood, Eric Regener. 96-103 [doi]
• The mathematics component of the undergraduate curriculum in computer science (Panel Discussion)Anthony Ralston, Carol Chrisman, Lawrence A. Jehn, Charles P. Poirier, Donald J. Del Vecchio, Julius A. Archibald. 104-108 [doi]
• Educating the working computer scientist(A survey and analysis)Ronald L. Danielson. 109-113 [doi]
• Experiences with a continuing education seminar: "Computers for small business"William Ernest Leigh. 114 [doi]
• A machine independent assembler courseCharles M. Shub. 115-119 [doi]
• Teaching software engineering in the adult education environmentSteven M. Jacobs. 120-124 [doi]
• The feasibility of personal computers as an only computer resource for a computer science programGeof Goldbogen, G. H. Williams. 125 [doi]
• Classroom presentation of dynamic events using HypertextDarrell L. Ward, Thomas C. Irby. 126-131 [doi]
• Design of a microcomputer laboratory for teaching computer scienceAlfred C. Weaver. 132-137 [doi]
• Microcomputers for non-professionalsIvan Tomek, Wayne Brehaut. 138-142 [doi]
• Computer science - too many students, too many majors (Panel Discussion)Kenneth L. Williams, Kenneth J. Danhof, Robert Korfhage, Jack Alanen, Norman E. Gibbs. 143 [doi]
• Why co-op in computer science? (Panel Discussion)H. R. Halladay, Rich Hendin, Roberta Weller, T. C. Cunningham, William Mitchell. 144-145 [doi]
• A data communications course for information systems majorsJames T. Perry, Norman E. Sondak. 146-152 [doi]
• Critique and evaluation of the Cal Poly/DPMA model curriculum for computer information systemsWilliam Mitchell, James Westfall. 153-170 [doi]
• The UW-Whitewater management computer systems programJacob Gerlach, Iza Goroff. 171-176 [doi]
• A modular introductory computer science courseHerbert L. Dershem. 177-181 [doi]
• Breadth or depth in introductory computer courses: The experimental resultsSpotswood D. Stoddard, Robert R. Leeper. 182-187 [doi]
• A foundations course for a developing computer science programMark Benard. 188-191 [doi]
• A top down approach to sortingSusan M. Merritt. 192-195 [doi]
• Natural Language Processing in the undergraduate curriculumMary Dee Harris Fosberg. 196-203 [doi]
• Computers and the law (An experimental undergraduate course)R. Waldo Roth. 204-214 [doi]
• Ethical and legal issues in computer science (Panel Discussion)John Carroll, Susan H. Nycum, Thomas Lutz, John E. Kastelein, R. Waldo Roth. 215 [doi]
• An evaluation scheme for a comparison of computer science curricula with ACM's guidelinesNancy E. Miller, Charles Glenn Petersen. 216-223 [doi]
• A senior project course in a computer and information science departmentMichael A. Baltrush. 224-226 [doi]
• Computer Science at Western experience with Curriculum '78 in a time-sharing environmentD. Julian M. Davies, Irene Gargantini. 227-234 [doi]
• Test construction and administration strategies for large introductory coursesStewart A. Denenberg. 235-243 [doi]
• Teaching problem solving in an introductory computer science classDavid D. Riley. 244-251 [doi]
• A method for teaching programmingJeffrey W. Smith. 252-255 [doi]
• Computer science in industry (Panel Discussion)Tom E. Bredt, Charles Lobb, Nell B. Dale, Ez Nahouraii. 256 [doi]
• Computing education for secondary school teachers: A cooperative effort between computer scientist and educatorsC. Jinshong Hwang, Gerald Kulm, Grayson H. Wheatley. 257-261 [doi]
• An investigation of computer literacy as a function of attitudeJudith D. Wilson, Robert G. Trenary. 262 [doi]
• A local computer network simulationJohn M. McCoy, Stewart L. French, Razmik Abnous, Marino J. Niccolai. 263-267 [doi]
• HARD - hardware simulation in educationIvan Tomek. 268-270 [doi]