Table of Contents

• TeachScheme!Matthias Felleisen. 1-2 [doi]
• Starting a computational science programJames Caristi, Valerie Barr, Joe Sloan, Eric Stahlberg. 3-4 [doi]
• SIGCSE special project showcaseDouglas Baldwin, Peter Sanderson, Robert McCartney, Stephanie Ludi, Narayanan T. Ramachandran, Carol Taylor. 5-6 [doi]
• Computing and music: a spectrum of soundRobert E. Beck, Jennifer Burg, Jesse M. Heines, Bill Z. Manaris. 7-8 [doi]
• Science fiction prototyping and security education: cultivating contextual and societal thinking in computer security education and beyondTadayoshi Kohno, Brian D. Johnson. 9-14 [doi]
• Security in computer literacy: a model for design, dissemination, and assessmentClaude F. Turner, Blair Taylor, Siddharth Kaza. 15-20 [doi]
• Training students to steal: a practical assignment in computer security educationTrajce Dimkov, Wolter Pieters, Pieter H. Hartel. 21-26 [doi]
• A cluster for CS education in the manycore eraJoel C. Adams, Kathy Hoobeboom, Jonathan Walz. 27-32 [doi]
• Games as motivation in computer design courses: I/O is the keyErik Brunvand. 33-38 [doi]
• VIREOS: an integrated, bottom-up, educational operating systems project with FPGA supportMarc L. Corliss, Marcela Melara. 39-44 [doi]
• Revising computer science learning objects from learner interaction dataLee Dee Miller, Leen-Kiat Soh, Beth Neilsen, Kevin Kupzyk, Ashok Samal, Erica Lam, Gwen Nugent. 45-50 [doi]
• The impact of problem-oriented animated learning modules in a CS1-style courseJeffrey A. Stone, Tricia K. Clark. 51-56 [doi]
• Evaluating the use of learning objects in CS1L. D. Miller, Leen-Kiat Soh, Gwen Nugent, Kevin Kupzyk, Leyla Masmaliyeva, Ashok Samal. 57-62 [doi]
• Early participation of CS students in researchRahman Tashakkori, Barry L. Kurtz, Dolores A. Parks, James B. Fenwick Jr., Alice A. McRae. 63-68 [doi]
• Incorporating social issues of computing in a small, liberal arts college: a case studyJanet Davis, Henry MacKay Walker. 69-74 [doi]
• Using undergraduate teaching assistants in a small college environmentPaul E. Dickson. 75-80 [doi]
• Educational advances in artificial intelligenceMehran Sahami, Marie desJardins, Zachary Dodds, Todd W. Neller. 81-82 [doi]
• Learning through open source participationHeidi J. C. Ellis, Mel Chua, Matthew C. Jadud, Gregory W. Hislop. 83-84 [doi]
• The CS10K project: mobilizing the community to transform high school computingOwen L. Astrachan, Janice E. Cuny, Chris Stephenson, Cameron Wilson. 85-86 [doi]
• Minimally invasive programming courses: learning OOP with(out) instructionPeter Hubwieser, Marc Berges. 87-92 [doi]
• Extreme apprenticeship method in teaching programming for beginnersArto Vihavainen, Matti Paksula, Matti Luukkainen. 93-98 [doi]
• Expressing computer science concepts through Kodu game labKathryn T. Stolee, Teale Fristoe. 99-104 [doi]
• Can graduating students design: revisitedChris W. Loftus, Lynda Thomas, Carol Zander. 105-110 [doi]
• The FCS1: a language independent assessment of CS1 knowledgeAllison Elliott Tew, Mark Guzdial. 111-116 [doi]
• Online vs. face-to-face pedagogical code reviews: an empirical comparisonChristopher D. Hundhausen, Pawan Agarwal, Michael Trevisan. 117-122 [doi]
• Sorting algorithms as special cases of a priority queue sortTim Bell, Bengt Aspvall. 123-128 [doi]
• Getting algorithm visualizations into the classroomClifford A. Shaffer, Monika Akbar, Alexander Joel D. Alon, Michael Stewart, Stephen H. Edwards. 129-134 [doi]
• Two experiments using learning rate to evaluate an experimenter developed tool for splay treesMichael C. Orsega, Bradley T. Vander Zanden, Christopher H. Skinner. 135-140 [doi]
• Teaching requirements engineering to undergraduate studentsSriram Mohan, Stephen Chenoweth. 141-146 [doi]
• Collaborative web-based learning of testing tools in SE coursesPeter J. Clarke, Jairo Pava, Yali Wu, Tariq M. King. 147-152 [doi]
• Software studio: teaching professional software engineeringTom Nurkkala, Stefan Brandle. 153-158 [doi]
• Successful K-12 outreach strategiesKaren Donathan, Barbara Ericson, Paul T. Tymann, Henry MacKay Walker. 159-160 [doi]
• Setting the stage for computing curricula 2013: computer science - report from the ACM/IEEE-CS joint task forceMehran Sahami, Mark Guzdial, Andrew D. McGettrick, Steve Roach. 161-162 [doi]
• It seemed like a good idea at the timeJonas Boustedt, Robert McCartney, Josh D. Tenenberg, Stephen Cooper, Daniel D. Garcia, Michelle Friend Hutton, Nick Parlante, Brad Richards. 163-164 [doi]
• Analysis of a CS1 approach for attracting diverse and inexperienced students to computing majorsJames P. Cohoon, Luther A. Tychonievich. 165-170 [doi]
• Women build games, seriouslyElizabeth Sweedyk. 171-176 [doi]
• Contextualized approaches to introductory computer science: the key to making computer science relevant or simply bait and switch?Jennifer S. Kay. 177-182 [doi]
• WebMapReduce: an accessible and adaptable tool for teaching map-reduce computingPatrick Garrity, Timothy Yates, Richard A. Brown, Elizabeth Shoop. 183-188 [doi]
• Practical parallel and concurrent programmingCaitlin Sadowski, Thomas Ball, Judith Bishop, Sebastian Burckhardt, Ganesh Gopalakrishnan, Joseph Mayo, Madanlal Musuvathi, Shaz Qadeer, Stephen Toub. 189-194 [doi]
• Teaching concurrency-oriented programming with ErlangAriel Ortiz. 195-200 [doi]
• Learning to love computer science: peer leaders gain teaching skill, communicative ability and content knowledge in the CS classroomSarah Hug, Heather Thiry, Phyllis Tedford. 201-206 [doi]
• Lessons learned from a PLTL-CS programChristian Murphy, Rita Manco Powell, Kristen Parton, Adam Cannon. 207-212 [doi]
• Tutoring for retentionJoseph A. Cottam, Suzanne Menzel, Janet Greenblatt. 213-218 [doi]
• Multidisciplinary computer science through conducting robotsAndrea Salgian, Christopher Ault, Teresa Marrin Nakra, Yunfeng Wang, Meredith Stone. 219-224 [doi]
• Nelson: a low-cost social robot for research and educationMichael Ferguson, Nick Webb, Tomek Strzalkowski. 225-230 [doi]
• An introduction to AI course with guide robot programming assignmentsNik Swoboda, Juan Bekios-Calfa, Luis Baumela, Javier de Lope. 231-236 [doi]
• A computer scientist goes to washington: how to be effective in a world where facts are 10% of the equationSusan Landau. 237-238 [doi]
• Top issues in providing successful undergraduate research experiencesHans-Peter Bischof, Jacob D. Furst, Daniela Stan Raicu, Susan D. Ruban. 239-240 [doi]
• Report on qualitative research methods workshopSue Fitzgerald, Renée McCauley, Vicki L. Plano Clark. 241-242 [doi]
• NCATE standards for preparation of secondary computer science teachersJ. Philip East, Charmaine Bentley, Joe Kmoch, Stephen Rainwater, Chris Stephenson. 243-244 [doi]
• Recognizing computational thinking patternsAshok R. Basawapatna, Kyu Han Koh, Alexander Repenning, David C. Webb, Krista Sekeres Marshall. 245-250 [doi]
• Initial experience with a computational thinking course for computer science studentsDennis G. Kafura, Deborah G. Tatar. 251-256 [doi]
• A model for piloting pathways for computational thinking in a general education curriculumCharles Dierbach, Harry Hochheiser, Samuel Collins, Gerald Jerome, Christopher Ariza, Tina Kelleher, William Kleinsasser, Josh Dehlinger, Siddharth Kaza. 257-262 [doi]
• A course on probability theory for computer scientistsMehran Sahami. 263-268 [doi]
• Mathematical induction is a recursive techniqueRobert L. Scot Drysdale. 269-274 [doi]
• Teaching discrete structures: a systematic review of the literatureJames F. Power, Thomas Whelan, Susan Bergin. 275-280 [doi]
• Teaching operating systems as how computers workPeter Desnoyers. 281-286 [doi]
• Structured linux kernel projects for teaching operating systems conceptsOren Laadan, Jason Nieh, Nicolas Viennot. 287-292 [doi]
• LINQ ROX!: integrating LINQ into the database curriculumSuzanne W. Dietrich, Mahesh B. Chaudhari. 293-298 [doi]
• Using a student response system in CS1 and CS2A. T. Chamillard. 299-304 [doi]
• Effectiveness of cognitive apprenticeship learning (CAL) and cognitive tutors (CT) for problem solving using fundamental programming conceptsWei Jin, Albert T. Corbett. 305-310 [doi]
• Can algotutor change attitudes toward algorithmsJungsoon P. Yoo, Sung K. Yoo, Suk Jai Seo, Chrisila C. Pettey. 311-316 [doi]
• Teaching tips we wish they'd told us before we started, small college class editionDaniel D. Garcia, Zachary Dodds, Timothy Huang, Samuel A. Rebelsky. 317-318 [doi]
• Understanding NSF funding opportunitiesScott Grissom, Sue Fitzgerald, Victor Piotrowski, Jan Cuny, Joan Peckham, Harriet G. Taylor, Daniel Menelly, Mimi McClure. 319-320 [doi]
• Role and value of quantitative instruments in gauging student perspectives in a computing curriculumHenry MacKay Walker, Ali Erkan, Mark Guzdial, Steve Cooper. 321-322 [doi]
• Kinetic art and embedded systems: a natural collaborationErik Brunvand, Paul Stout. 323-328 [doi]
• Cooperative expertise for multidisciplinary computingUrsula Wolz, Lillian (Boots) Cassel, Thomas Way, Kim Pearson. 329-334 [doi]
• Teaching biologists to compute using data visualizationKay A. Robbins, David M. Senseman, Priscilla Elizabeth Pate. 335-340 [doi]
• TEXNH trees: a new course in data structuresAndrew T. Duchowski, Robert Geist, Robert J. Schalkoff, James Westall. 341-346 [doi]
• Student attitudes and motivation for peer review in CS2Scott A. Turner, Manuel A. Pérez-Quiñones, Stephen H. Edwards, Joseph Chase. 347-352 [doi]
• Applying data structures in examsBriana B. Morrison, Mike Clancy, Robert McCartney, Brad Richards, Kate Sanders. 353-358 [doi]
• IASSim: a programmable emulator for the princeton IAS/Von Neumann machineBarry Fagin, Dale Skrien. 359-364 [doi]
• A full system x86 simulator for teaching computer organizationMichael David Black, Priyadarshini Komala. 365-370 [doi]
• IBCM: the itty bitty computing machine a one-week module to teach machine language in computing coursesAaron Bloomfield, William Wulf. 371-376 [doi]
• Exploring careers while learning Alice 3D: a summer camp for middle school girlsHeidi C. Webb, Mary Beth Rosson. 377-382 [doi]
• Camps on a shoestring: how we survived a summerDeborah L. Dunn, Robert G. Strader, Michael M. Pickard. 383-388 [doi]
• Introducing computer science to K-12 through a summer computing workshop for teachersJiangjiang Liu, Cheng-Hsien Lin, Ethan Philip Hasson, Zebulun David Barnett. 389-394 [doi]
• CS Fulbright experiences abroadJoel Adams, Brent Baas, Suzanne F. Buchele. 395-396 [doi]
• CS principles: piloting a new course at national scaleOwen L. Astrachan, Tiffany Barnes, Daniel D. Garcia, Jody Paul, Beth Simon, Larry Snyder. 397-398 [doi]
• Hands-on networking labs with embedded routersDennis Brylow, Kyle Thurow. 399-404 [doi]
• Introducing networking and distributed systems concepts in an undergraduate-accessible wireless sensor networks courseSami Rollins. 405-410 [doi]
• Follow the river and you will find the CJae-Woo Lee, Michael S. Kester, Henning Schulzrinne. 411-416 [doi]
• Computer literacy as life skills for a web 2.0 worldJane Turk. 417-422 [doi]
• Exploring the appeal of socially relevant computing: are students interested in socially relevant problems?Cyndi Rader, Doug Hakkarinen, Barbara M. Moskal, Keith Hellman. 423-428 [doi]
• Increasing engagement and enrollment in breadth-first introductory courses using authentic computing tasksRyan L. McFall, Matthew DeJongh. 429-434 [doi]
• Breadth in depth: a 1st year introduction to parallel programmingThomas R. Gross. 435-440 [doi]
• Encouraging parallel thinking through explicit coordination modelingSirong Lin, Deborah G. Tatar. 441-446 [doi]
• Modules in community: injecting more parallelism into computer science curriculaRichard A. Brown, Elizabeth Shoop. 447-452 [doi]
• Animal tlatoque: attracting middle school students to computing through culturally-relevant themesDiana Franklin, Phillip Conrad, Gerardo Aldana, Sarah Hough. 453-458 [doi]
• K-12 game programming course concept using textual programmingVille Isomöttönen, Antti-Jussi Lakanen, Vesa Lappalainen. 459-464 [doi]
• Introducing computational thinking in education coursesAman Yadav, Ninger Zhou, Chris Mayfield, Susanne E. Hambrusch, John T. Korb. 465-470 [doi]
• CodeWrite: supporting student-driven practice of javaPaul Denny, Andrew Luxton-Reilly, Ewan D. Tempero, Jacob Hendrickx. 471-476 [doi]
• e-learning experience using recommender systemsJesús Bobadilla, Antonio Hernando, Angel Arroyo. 477-482 [doi]
• A web-based generation and delivery system for active code readingDaniel Malcolm Hoffman, Ming Lu, Tim Pelton. 483-488 [doi]
• Scratching the subject surface: infusing computing into K-12 curriculumUrsula Wolz, Youwen Ouyang, Scott Leutenegger. 489-490 [doi]
• Nifty assignmentsNick Parlante, Julie Zelenski, Keith Schwarz, Dave Feinberg, Michelle Craig, Stuart Hansen, Michael Scott, David J. Malan. 491-492 [doi]
• Experience report: getting novice programmers to THINK about improving their software development processTammy VanDeGrift, Tamara Caruso, Natalie Hill, Beth Simon. 493-498 [doi]
• Measuring the effectiveness of error messages designed for novice programmersGuillaume Marceau, Kathi Fisler, Shriram Krishnamurthi. 499-504 [doi]
• Which aspects of novice programmers' usage of an IDE predict learning outcomesGregory Dyke. 505-510 [doi]
• The novice programmer's "device to think with"Dermot Shinners-Kennedy, David J. Barnes. 511-516 [doi]
• Ideas for adding soft skills education to service learning and capstone courses for computer science studentsLori Carter. 517-522 [doi]
• Interdisciplinary teaching: introductory programming via creative writingMary Elizabeth Jones, Melanie Kisthardt, Marie A. Cooper. 523-528 [doi]
• Gumshoe: a model for undergraduate computational journalism educationSarah Monisha Pulimood, Donna Shaw, Emilie Lounsberry. 529-534 [doi]
• An engineering approach to teaching writingJoe Miró Julià. 535-540 [doi]
• Teaching computer science majors about teaching computer scienceTim Bell, Lynn Lambert. 541-546 [doi]
• Implementing a computer science endorsement program for secondary school teachersChristopher Whitehead, Lydia Ray, Shamim Khan, Wayne Summers, Rodrigo Obando. 547-552 [doi]
• Building a community to support HS CS teachers: the disciplinary commons for computing educatorsLijun Ni, Mark Guzdial, Allison Elliott Tew, Briana B. Morrison, Ria Galanos. 553-558 [doi]
• A study on attitudes and emphases in computer science teacher preparationNoa Ragonis, Orit Hazzan, Judith Gal-Ezer. 559-564 [doi]
• The images of computing: engaging undergraduates in the broad issues of computer scienceCarol Frieze. 565-570 [doi]
• On the design of an educational infrastructure for the blind and visually impaired in computer scienceAndreas Stefik, Christopher D. Hundhausen, Derrick Smith. 571-576 [doi]
• Enhancing participation and education in CS through guided research projects in underserved communitiesYonina Cooper, M. Bernardine Dias, Ermine A. Teves, Sarah Belousov, M. Freddie Dias. 577-582 [doi]
• Reaching out to aid in retention: empowering undergraduate womenRebekah Overdorf, Matthew Lang. 583-588 [doi]
• Teaching mobile computing and developing software to support computer science educationJames B. Fenwick Jr., Barry L. Kurtz, Joel J. Hollingsworth. 589-594 [doi]
• Human computer interaction that reaches beyond desktop applicationsSusan Loveland. 595-600 [doi]
• App inventor and real-world motivationDavid Wolber. 601-606 [doi]
• Smart smartphone development: iOS versus androidMark H. Goadrich, Michael P. Rogers. 607-612 [doi]
• Rediscovering the passion, beauty, joy, and awe: making computing fun again, part 4Daniel D. Garcia, Michelle Friend Hutton, Eugene Lemon, Josh Paley. 613-614 [doi]
• Progress in surfacing computer science in STEMSusan H. Rodger, Mark Stehlik, Chris Stephenson, Cameron Wilson. 615-616 [doi]
• NSF/IEEE-TCPP curriculum initiative on parallel and distributed computing: core topics for undergraduatesSushil K. Prasad, Almadena Yu. Chtchelkanova, Sajal K. Das, Frank Dehne, Mohamed G. Gouda, Anshul Gupta, Joseph JáJá, Krishna Kant, Anita La Salle, Richard LeBlanc, Manish Lumsdaine, David A. Padua, Manish Parashar, Viktor K. Prasanna, Yves Robert, Arnold L. Rosenberg, Sartaj Sahni, Behrooz Shirazi, Alan Sussman, Charles C. Weems, Jie Wu 0001. 617-618 [doi]
• Teaching introductory programming with popular board gamesPeter Drake, Kelvin Sung. 619-624 [doi]
• A snapshot of current practices in teaching the introductory programming sequenceStephen Davies, Jennifer A. Polack-Wahl, Karen Anewalt. 625-630 [doi]
• Reviewing CS1 exam question contentAndrew Petersen, Michelle Craig, Daniel Zingaro. 631-636 [doi]
• Distributed version control in the classroomDaniel Rocco, Will Lloyd. 637-642 [doi]
• LIFT: taking GUI unit testing to new heightsJason Snyder, Stephen H. Edwards, Manuel A. Pérez-Quiñones. 643-648 [doi]
• Promoting creativity in the computer science design studioKatherine Cennamo, Sarah A. Douglas, Mitzi Vernon, Carol Brandt, Brigitte Scott, Yolanda Jacobs Reimer, Margarita McGrath. 649-654 [doi]
• Investigating the effective implementation of pair programming: an empirical investigationAlex Radermacher, Gursimran S. Walia. 655-660 [doi]
• Beyond clickers: using ClassQue for multidimensional electronic classroom interactionSteven Robbins. 661-666 [doi]
• Overcoming barriers among Israeli and Palestinian students via computer scienceShiri Azenkot, Theodore Golfinopoulos, Adam Marcus, Alessondra Springmann, Jonathan S. Varsanik. 667-672 [doi]
• Case study: faculty professional development workshops for innovation diffusionBeth Simon, Elizabeth Bales, William G. Griswold, Stephen Cooper. 673-678 [doi]
• Analysis of undergraduate teaching evaluations in computer scienceJoshua T. Guerin, Daniel Michler. 679-684 [doi]
• The use of evidence in the change making process of computer science educatorsDavide Fossati, Mark Guzdial. 685-690 [doi]
• Three human computation projectsLuis von Ahn. 691-692 [doi]