Abstract is missing.
- Useful sharingSally Fincher. 1 [doi]
- Building server-side web language processorsAriel Ortiz. 2-6 [doi]
- MieruCompiler: integrated visualization tool with horizontal slicing for educational compilersKatsuhiko Gondow, Naoki Fukuyasu, Yoshitaka Arahori. 7-11 [doi]
- Frances: a tool for understanding code generationTyler Sondag, Kian L. Pokorny, Hridesh Rajan. 12-16 [doi]
- Do roadshows work?: examining the effectiveness of just beJoseph A. Cottam, Samantha S. Foley, Suzanne Menzel. 17-21 [doi]
- Connecting k-16 curriculum & policy: making computer science engaging, accessible, and hospitable for underrepresented studentsJoanna Goode. 22-26 [doi]
- Integrating evaluation into program development: benefits of baselining a NSF-BPC allianceW. Richards Adrion, Renee Fall, Manuel Matos, Alan Peterfreund. 27-31 [doi]
- Use of satellite imagery in multidisciplinary projectsAli Erkan, Jason Hamilton, Tom Pfaff, Michael Rogers. 32-36 [doi]
- MPCT: media propelled computational thinkingEric Andrew Freudenthal, Mary K. Roy, Alexandria Nicole Ogrey, Tanja Magoc, Alan Siegel. 37-41 [doi]
- Computational thinking for the sciences: a three day workshop for high school science teachersSheikh Iqbal Ahamed, Dennis Brylow, Rong Ge, Praveen Madiraju, Stephen J. Merrill, Craig A. Struble, James P. Early. 42-46 [doi]
- Expanding the frontiers of computer science: designing a curriculum to reflect a diverse fieldMehran Sahami, Alex Aiken, Julie Zelenski. 47-51 [doi]
- Connecting across campusMark D. LeBlanc, Tom Armstrong, Michael B. Gousie. 52-56 [doi]
- Women in CS: an evaluation of three promising practicesChristine Alvarado, Zachary Dodds. 57-61 [doi]
- Relevant real-world undergraduate research problems: lessons from the nsf-reu trenchesReynold Bailey, Guy-Alain Amoussou, Tiffany Barnes, Hans-Peter Bischof, Thomas Naps. 62-63 [doi]
- Building bridges to other departments: three strategiesValerie Barr, Chun Wai Liew, Rich Salter. 64-65 [doi]
- Variations on a theme: role of media in motivating computing educationMark Guzdial, David Ranum, Bradley Miller, Beth Simon, Barbara Ericson, Samuel A. Rebelsky, Janet Davis, Deepak Kumar, Douglas S. Blank. 66-67 [doi]
- Using the imagine cup SDI as the foundation for computer science capstone projectsJames Parrish Jr., Janet L. Bailey, Bradley Jensen. 68-71 [doi]
- Industry fellows: bringing professional practice into the classroomJosh D. Tenenberg. 72-76 [doi]
- Teaching communication, leadership, and the social context of computing via a consulting courseJoseph Mertz, Scott McElfresh. 77-81 [doi]
- Digital visualization tools improve teaching 3D character modelingMark Christensen van Langeveld, Robert Kessler. 82-86 [doi]
- Teaching web information retrieval to undergraduatesFrank McCown. 87-91 [doi]
- Electronic commerce virtual laboratoryJoel Coffman, Alfred C. Weaver. 92-96 [doi]
- Developing a validated assessment of fundamental CS1 conceptsAllison Elliott Tew, Mark Guzdial. 97-101 [doi]
- Creating the digital logic concept inventoryGeoffrey L. Herman, Michael C. Loui, Craig B. Zilles. 102-106 [doi]
- Identifying student misconceptions of programmingLisa C. Kaczmarczyk, Elizabeth R. Petrick, J. Philip East, Geoffrey L. Herman. 107-111 [doi]
- Social networking: the new computer fluency?Tarsem S. Purewal Jr.. 112-116 [doi]
- Educating the next generation of spammersJoel Sommers. 117-121 [doi]
- Teaching the principles of the hacker curriculum to undergraduatesSergey Bratus, Anna Shubina, Michael E. Locasto. 122-126 [doi]
- What everyone needs to know about computationJohn Barr, Steve Cooper, Michael Goldweber, Henry Walker. 127-128 [doi]
- Understanding NSF funding opportunitiesScott Grissom, Joan Peckham, Harriet G. Taylor, Guy-Alain Amoussou, Victor Piotrowski. 129-130 [doi]
- A web service-oriented approach to teaching CS/IS1Billy L. Lim, Bryan Hosack, Paul Vogt. 131-132 [doi]
- Teaching computer networks in a real network: the technical perspectivesJianping Pan. 133-137 [doi]
- IPsecLite: a tool for teaching security conceptsNiakam Kazemi, Shiva Azadegan. 138-142 [doi]
- Teaching simplified network protocolsDave Feinberg. 143-147 [doi]
- Problem-directed discrete structures courseNorman Neff. 148-151 [doi]
- Reinventing CS50David J. Malan. 152-156 [doi]
- Broadening student enthusiasm for computer science with a great insights courseMarie desJardins, Michael L. Littman. 157-161 [doi]
- Coaching via cognitive apprenticeshipRay Bareiss, Martin Radley. 162-166 [doi]
- Increasing technical excellence, leadership and commitment of computing students through identity-based mentoringKristy Elizabeth Boyer, E. Nathan Thomas, Audrey S. Rorrer, Deonte Cooper, Mladen A. Vouk. 167-171 [doi]
- Teaching with robots: a service-learning approach to mentor trainingRebecca Brook Osborne, Antony James Thomas, Jeffrey R. N. Forbes. 172-176 [doi]
- The Weiner lecture archives: an ontology-driven interface for viewing synchronized lectures and notesDaniel D. Garcia, Gene Zhang, Sean Carr, Sameer Iyengar, Hava Edelstein, Albert Liu. 177-181 [doi]
- The design of an online environment to support pedagogical code reviewsChristopher D. Hundhausen, Anukrati Agrawal, Kyle Ryan. 182-186 [doi]
- A visualization tool for tutoring the interactive learning of data structures and algorithmic schemesRafael del Vado VÃrseda. 187-191 [doi]
- Comparing alice, greenfoot & scratchSally Fincher, Stephen Cooper, Michael Kölling, John Maloney. 192-193 [doi]
- Multicore education: pieces of the parallel puzzleJoel C. Adams, Daniel J. Ernst, Thomas Murphy, Ariel Ortiz. 194-195 [doi]
- Recognizing the most influential CS education papersDavid G. Kay, Kim B. Bruce, Michael J. Clancy, Nell B. Dale, Mark Guzdial, Eric Roberts. 196-197 [doi]
- Science education for the 21st century: using the insights of science to teach/learn scienceCarl E. Wieman. 198 [doi]
- What do CS1 and CS2 mean?: investigating differences in the early coursesMatthew Hertz. 199-203 [doi]
- Braided teaching in secondary CS education: contexts, continuity, and the role of programmingArno Pasternak, Jan Vahrenhold. 204-208 [doi]
- Writing in an upper-level CS courseAlan Garvey. 209-213 [doi]
- A breadth-first course in multicore and manycore programmingSuzanne Rivoire. 214-218 [doi]
- Test-first Java concurrency for the classroomMathias Ricken, Robert Cartwright. 219-223 [doi]
- Introducing concurrency in CS 1Kim B. Bruce, Andrea Pohoreckyj Danyluk, Thomas P. Murtagh. 224-228 [doi]
- A technology infused science summer camp to prepare student leaders in 8th grade classroomsYouwen Ouyang, Katherine Hayden. 229-233 [doi]
- Design and evaluation of a computer science and engineering course for middle school girlsGabriela Marcu, Samuel J. Kaufman, Jaihee Kate Lee, Rebecca W. Black, Paul Dourish, Gillian R. Hayes, Debra J. Richardson. 234-238 [doi]
- Computational thinking via interactive journalism in middle schoolUrsula Wolz, Meredith Stone, Sarah Monisha Pulimood, Kim Pearson. 239-243 [doi]
- Compatibility of partnered students in computer science educationJoshua Sennett, Mark Sherriff. 244-248 [doi]
- The benefits of pairing by abilityGrant Braught, John MacCormick, Tim Wahls. 249-253 [doi]
- Report on the future of computing education summitMark Guzdial, Jane Prey, Lucy Sanders, Heikki Topi, Joseph Urban. 259-260 [doi]
- Surfacing computer science in STEM educationRobert Schnabel, Susan H. Rodger, Mark Stehlik, Chris Stephenson, John White. 261-262 [doi]
- If ____________, you might be a computational thinker!Daniel D. Garcia, Colleen M. Lewis, John P. Dougherty, Matthew C. Jadud. 263-264 [doi]
- Scalable game design and the development of a checklist for getting computational thinking into public schoolsAlexander Repenning, David C. Webb, Andri Ioannidou. 265-269 [doi]
- Game-themed programming assignments for faculty: a case studyCinnamon Hillyard, Robin Angotti, Michael Panitz, Kelvin Sung, John Nordlinger, David Goldstein. 270-274 [doi]
- What game developers look for in a new graduate: interviews and surveys at one game companyMichael Hewner, Mark Guzdial. 275-279 [doi]
- Parallel computing: at the interface of high school and industryRobert A. Chesebrough, Ivan Turner. 280-284 [doi]
- Using microlabs to teach modern distributed computingBarry L. Kurtz, Rahman Tashakkori, John J. Helfert, Michael Sage. 285-289 [doi]
- Is teaching parallel algorithmic thinking to high school students possible?: one teacher s experienceShane Torbert, Uzi Vishkin, Ron Tzur, David J. Ellison. 290-294 [doi]
- Introductory computing students conceptions of illegal student-student collaborationMichael Stepp, Beth Simon. 295-299 [doi]
- Harnessing surprise: tales from students transformational biographiesLynda Thomas, Carol Zander, Anna Eckerdal. 300-304 [doi]
- Collaborative research in computer science education: a case studySue Fitzgerald, Brian Hanks, Renée McCauley. 305-309 [doi]
- Development and application of a web-based programming learning system with LED display kitsSeok-Ju Chun, Jungwoo Ryoo. 310-314 [doi]
- A strategy for collaborative outreach: lessons from the CSbots projectTom Lauwers, Emily Hamner, Illah R. Nourbakhsh. 315-319 [doi]
- A k-12 college partnershipStephen Cooper, Wanda Dann, John Harrison. 320-324 [doi]
- Novel approaches to CS 0 with app inventor for androidEllen Spertus, Mark L. Chang, Paul Gestwicki, David Wolber. 325-326 [doi]
- Effective delivery of computing curriculum in middle school: challenges and solutionsYouwen Ouyang, Ursula Wolz, Susan H. Rodger. 327-328 [doi]
- Re-imagining the first year of computingOwen L. Astrachan, Kathleen Haynie, Chris Stephenson, Lien Diaz, Amy Briggs. 329-330 [doi]
- Peer review in CS2: conceptual learningScott A. Turner, Manuel A. Pérez-Quiñones, Stephen H. Edwards, Joseph Chase. 331-335 [doi]
- Turning exams into a learning experienceBenjamin Yu, George Tsiknis, Meghan Allen. 336-340 [doi]
- Experience report: peer instruction in introductory computingBeth Simon, Michael Kohanfars, Jeff Lee, Karen Tamayo, Quintin I. Cutts. 341-345 [doi]
- How programming environment shapes perception, learning and goals: logo vs. scratchColleen M. Lewis. 346-350 [doi]
- Teaching computational thinking through musical live coding in scratchAlex Ruthmann, Jesse M. Heines, Gena R. Greher, Paul Laidler, Charles Saulters II. 351-355 [doi]
- Scratching middle schoolers creative itchJoel C. Adams. 356-360 [doi]
- A simple machine simulator for teaching stack framesDino Schweitzer, Jeff Boleng. 361-365 [doi]
- In the zone: virtual computing on a budgetStan J. Thomas, Paul M. Whitener. 366-370 [doi]
- The pep/8 memory tracer: visualizing activation records on the run-time stackJ. Stanley Warford, Chris Dimpfl. 371-375 [doi]
- Monetary values: double trouble or dollars and sense?Aaron M. Tenenbaum, Gerald Weiss, David M. Arnow. 376-380 [doi]
- Double sorting: testing their sorting skillsDarrah Chavey. 381-384 [doi]
- The baffling CS notions of as-if and don t-care David Ginat. 385-389 [doi]
- Computational thinking in high school coursesVicki H. Allan, Valerie Barr, Dennis Brylow, Susanne E. Hambrusch. 390-391 [doi]
- Some developments in mathematical thinking for computer science education since computing curricula 2001Doug Baldwin, Bill Marion, Murali Sitaraman, Cinda Heeren. 392-393 [doi]
- Rediscovering the passion, beauty, joy, and awe: making computing fun again, part 3Daniel D. Garcia, Gail Chapman, Orit Hazzan, Maggie Johnson, Leigh Ann Sudol. 394-395 [doi]
- Undergraduate computer science education in ChinaMing Zhang, Virginia Mary Lo. 396-400 [doi]
- A survey of computer science teacher preparation programs in Israel tells us: computer science deserves a designated high school teacher preparation!Noa Ragonis, Orit Hazzan, Judith Gal-Ezer. 401-405 [doi]
- The inteaction between high school curriculum and first year college courses: the case of computingAdnan H. Yahya. 406-410 [doi]
- Internationalization of computer science educationSarah A. Douglas, Arthur M. Farley, Ginnie Lo, Andrzej Proskurowski, Michal Young. 411-415 [doi]
- Empirical evidence for the existence and uses of metacognition in computer science problem solvingJennifer Parham, Leo J. Gugerty, D. E. Stevenson. 416-420 [doi]
- Peerwise: replication study of a student-collaborative self-testing web service in a u.s. settingPaul Denny, Brian Hanks, Beth Simon. 421-425 [doi]
- How interactive multimedia authoring transforms object-oriented thinkingTimothy T. Yuen, Min Liu. 426-430 [doi]
- Manipulating mindset to positively influence introductory programming performanceQuintin I. Cutts, Emily Cutts, Stephen Draper, Patrick O Donnell, Peter Saffrey. 431-435 [doi]
- Analyzing test items: using item response theory to validate assessmentsLeigh Ann Sudol, Cassandra Studer. 436-440 [doi]
- Using strategies for assessment of programming exercisesAlex Gerdes, Johan Jeuring, Bastiaan Heeren. 441-445 [doi]
- Measuring high school students' attitudes toward computingDaniel Heersink, Barbara M. Moskal. 446-450 [doi]
- An advanced assessment tool and processLegand L. Burge III, Ronald J. Leach. 451-454 [doi]
- 24/7 lectures as an exam review techniqueJames B. Fenwick Jr., Cindy Norris, Andrew R. Dalton, William C. Kreahling. 455-459 [doi]
- Principles of asking effective questions during student problem solvingKristy Elizabeth Boyer, William Lahti, Robert Phillips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. 460-464 [doi]
- Computer science illustrated: engaging visual aids for computer science educationKetrina Yim, Daniel D. Garcia, Sally Ahn. 465-469 [doi]
- Using You Tube to enhance student class preparation in an introductory Java courseMartin C. Carlisle. 470-474 [doi]
- Building an online educational community for algorithm visualizationClifford A. Shaffer, Thomas L. Naps, Susan H. Rodger, Stephen H. Edwards. 475-476 [doi]
- The development and use of scoring rubrics: (or how to grade thousands of exams without losing your mind)Karen Donathan, Paul Tymann. 477 [doi]
- Nifty assignmentsNick Parlante, Julie Zelenski, Zachary Dodds, Wynn Vonnegut, David J. Malan, Thomas P. Murtagh, Todd W. Neller, Mark Sherriff, Daniel Zingaro. 478-479 [doi]
- Teaching operating systems using virtual appliances and distributed version controlOren Laadan, Jason Nieh, Nicolas Viennot. 480-484 [doi]
- Linux kernel projects for an undergraduate operating systems courseRob Hess, Paul Paulson. 485-489 [doi]
- Teaching operating systems: windows kernel projectsAlexander Schmidt, Andreas Polze, Dave Probert. 490-494 [doi]
- Evaluating the impact of PBL and tablet PCs in an algorithms and computer programming courseAna Paula Ambrosio, Fábio M. Costa. 495-499 [doi]
- Does studio-based instruction work in CS 1?: an empirical comparison with a traditional approachChristopher D. Hundhausen, Anukrati Agrawal, Dana Fairbrother, Michael Trevisan. 500-504 [doi]
- Implementing studio-based learning in CS2T. Dean Hendrix, Lakshman Myneni, N. Hari Narayanan, Margaret Ross. 505-509 [doi]
- Using contour diagrams and JIVE to illustrate object-oriented semantics in the Java programming languageJames T. Streib, Takako Soma. 510-514 [doi]
- Interfaces first (and foremost) with JavaPaolo A. G. Sivilotti, Matthew Lang. 515-519 [doi]
- Performance of python CS1 students in mid-level non-python CS coursesRichard J. Enbody, William F. Punch. 520-523 [doi]
- Integrating sustainability into undergraduate computing educationYu Cai. 524-528 [doi]
- An approach to integrating ICTD projects into an undergraduate curriculumRichard J. Anderson, Ruth E. Anderson, Gaetano Borriello, Joyojeet Pal. 529-533 [doi]
- In their words: student feedback on an international project collaborationArchana Chidanandan, Lori Russell-Dag, Cary Laxer, Reyyan Ayfer. 534-538 [doi]
- Closed labs in computer science I revisited in the context of online testingAmruth N. Kumar. 539-543 [doi]
- How do computing faculty adopt curriculum innovations?: the story from instructorsLijun Ni, Tom McKlin, Mark Guzdial. 544-548 [doi]
- Consultants on systemic reform for gender balanceJ. McGrath Cohoon, Leisa D. Thompson, Jennifer J. Goodall, Rebecca L. Dohrman, Elizabeth Litzler. 554-555 [doi]
- Interdisciplinary computing education for the challenges of the futureGuy-Alain Amoussou, Myles Boylan, Joan Peckham. 556-557 [doi]
- It seemed like a good idea at the timeJonas Boustedt, Robert McCartney, Josh D. Tenenberg, Edward F. Gehringer, Raymond Lister, David R. Musicant. 558-559 [doi]
- Suddenly, all computing is parallel: seizing opportunity amid the clamorMichael Wrinn. 560 [doi]