Table of Contents

• Accreditation in the computing sciences (Panel Session)Tom Cain, George Davida, Gerald L. Engel, Terry J. Frederick, Norman E. Gibbs, John F. Dalphin, Michael C. Mulder. 1 [doi]
• A case for teaching program verification: Its importance in the CS curriculumAli Mili. 2-6 [doi]
• A proposal for a measure of program understandingMark Haas, Johnette Hassell. 7-13 [doi]
• Logic versus mathematics in computer science educationKarel Culík II, Mateen M. Rizki. 14-20 [doi]
• A realistic, two-course sequence in large scale software engineeringRichard E. Bolz, Lawrence G. Jones. 21-24 [doi]
• A project for a course in operating systemsCharles M. Shub. 25-30 [doi]
• An operating systems programming laboratory courseTsunetoshi Hayashi. 31-35 [doi]
• Hardware component of an upper level computer science curriculumYap Siong Chua, Charles N. Winton. 36-40 [doi]
• A structured approach to teaching operating systems principles using a high level concurrent programming languageRobert J. Fornaro, Kenneth P. Garrard, E. M. Uzzle. 41-49 [doi]
• Teaching formal methods for program development and verification (Panel Session)Susan L. Gerhart, Eric C. R. Hehner, Harlan D. Mills, A. Joe Turner. 50 [doi]
• Teaching human-computer interaction in introductory coursesEileen B. Entin. 51-56 [doi]
• A project oriented course on software engineeringSallie M. Henry. 57-61 [doi]
• Some insights and experiences in teaching team project coursesScott N. Woodfield, James S. Collofello, Patricia M. Collofello. 62-65 [doi]
• The teaching of software engineeringMartin L. Shooman. 66-71 [doi]
• Data processing and computer science theoryAlfs T. Berztiss. 72-76 [doi]
• An upper level computer science curriculumYap Siong Chua, Charles N. Winton. 77-81 [doi]
• What does business and industry expect from computer science graduates today?Clark B. Archer. 82-84 [doi]
• Reflections on teaching computer ethicsRobert M. Aiken. 85 [doi]
• Methods and approaches for teaching systems analysis (Panel Session)Ernest A. Kallman, John F. Schrage, Robert A. Barrett. 86-87 [doi]
• Computer science curriculum recommendations for small colleges(Panel Session)Lillian N. Cassel, Richard H. Austing, John Beidler. 88 [doi]
• Retraining: Is it the answer to the computer faculty shortage?William Mitchell. 89-98 [doi]
• A master's degree in school computer studiesPhillip J. Heeler. 99-103 [doi]
• Crisis in computer educationDonald Chand. 104 [doi]
• The problem of producing teachers with computing expertise within the school systemAnnie G. Brooking. 105 [doi]
• Visualizing algorithms and processes with the aid of a computerJeffrey W. Mincy, Alan L. Tharp, Kuo-Chung Tai. 106-111 [doi]
• Teaching microcoding principlesFreeman L. Moore. 112-115 [doi]
• An interactive system for teaching input processes in simulationKendall E. Nygard, Ashok K. Iyengar. 116-119 [doi]
• Teaching microprocessor architecturesRatan K. Cuha. 120-123 [doi]
• Database courses with realistic student projects (Panel Session)James R. Driscoll, Pentti A. Honkonen, William A. Shay, John C. Peck. 124 [doi]
• Retraining of college faculty for computer science (Panel Session)Carter Bays, Stephen Mitchell, Stanley P. Franklin, Ed Dubinsky, Richard H. Austing, William Mitchell. 125-126 [doi]
• A model high school computer lab(Special Session)Irwin J. Hoffman. 127 [doi]
• Schemata for teaching structured assembly language programmingJames L. Silver, Robert R. Leeper. 128-132 [doi]
• Program documentation at wichita state universityDavid M. Foley. 133-136 [doi]
• Using Jackson diagrams to classify and define data structuresDean Sanders. 137-142 [doi]
• Adventures in PASCAL - the academy approachA. C. Jost, Richard E. Bolz, G. Topping. 143-147 [doi]
• A predictor for success in an introductory programming class based upon abstract reasoning developmentRicky J. Barker, Elizabeth A. Unger. 154-158 [doi]
• A pedagogical processor modelWill D. Gillett, Eric B. Muehrcke. 159-164 [doi]
• A lab approach for introductory programming coursesLynn J. Olson. 165-167 [doi]
• Progress report on the study of program readingPhilip Koltun, Lionel E. Deimel, Jo Perry. 168-176 [doi]
• An experiment with design formalism in introductory coursesGary A. Ford 0001. 177 [doi]
• Pascal procedures and functions for teaching linear data structuresJoseph M. Fontana. 178-186 [doi]
• Using generalized programs in the teaching of computer scienceGerald E. Peterson. 187-192 [doi]
• Advanced problem solving and algorithm developmentRobert N. Cook. 193-195 [doi]
• Invitation to artificial intelligenceRobert N. D'heedene. 196-199 [doi]
• COBOL tables: A proposed standard of presentationGeorge C. Fowler, Louis W. Glorfeld. 200-203 [doi]
• Advanced placement program in computer science(Panel Session)David C. Rine, J. R. Jefferson Wadkins, Steven J. Garland. 204 [doi]
• EDP auditors' role in evaluating computerized accounting information systems efficiency by queuing, simulation and statistical modelsSara F. Rushinek, Avi Rushinek. 205-210 [doi]
• Installation of a commercial database management system in a university environmentPentti A. Honkanen. 211-219 [doi]
• Teaching database concepts with seedRonald S. King. 220-227 [doi]
• Organization of programming languages for business information systems majorsLillian N. Cassel. 228-231 [doi]
• Weighting biodata to predict success of undergraduate business administration students in introductory data processing: Item analysis and cross-validation of net weightsWarren S. Blumenfeld. 232 [doi]
• Duke university computer kamp 1982Kevin W. Bowyer, Mel Ray, Cary Laxer. 233-236 [doi]
• A computer science syllabus for gifted pre-college studentsRichard E. Korf. 237-240 [doi]
• Programming contestsJames R. Comer, Robert R. Wier, J. Richard Rinewalt. 241-244 [doi]
• A proposed secondary education computer science curriculumStephen W. Thorpe, Paul D. Amer. 245 [doi]
• "Free" computer too expensiveRonald S. Lemos. 246 [doi]
• Programming environments for pre-college instruction (Special Session)William E. Baird, Charles E. Rughes, J. Michael Moshell. 247 [doi]
• A tool for program grading: The Jacksonville university scaleR. Wayne Hamm, Kenneth D. Henderson, Marilyn L. Repsher, Kathleen M. Timmer. 248-252 [doi]
• The suitability of the VAX for a course in assembly languageRobert W. Sebesta. 253-257 [doi]
• A new environment for teaching introductory computer scienceWilliam E. Ayen, Samuel L. Grier. 258-264 [doi]
• Introducing subprograms as the first control structure in an introductory courseLawrence J. Mazlack. 265-270 [doi]
• Computer-1 - a modern simple computer to introduce computer organization and assembler language programmingDonald S. Miller. 271-277 [doi]
• The use of microcomputers in an applied computer science programCurt M. White. 278-280 [doi]
• ABISS - an inexpensive computer-based sound spectrographM. J. Park, William Teoh, W. Klemme, Harry W. Gates. 281-286 [doi]
• Numerical methods and the micro: Color graphics as an aid to comprehensionWilliam E. McBride. 287-289 [doi]
• The use of plotting in teaching computer scienceDavid R. McIntyre. 290-295 [doi]
• Personal computer networks and graphical animation: Rationale and practice for educationMarc Brown, Norman K. Meyrowitz. 296-307 [doi]