Table of Contents

• Computational thinking for all: the power and the perilRobert M. Panoff. 1-2 [doi]
• SIGCSE plus you equals leverageAndrea W. Lawrence. 3-4 [doi]
• Transforming US education with computer scienceHadi Partovi. 5-6 [doi]
• Lab of things: a devices research and teaching platform for home and beyondA. J. Bernheim Brush. 7-8 [doi]
• Increasing the effectiveness of automated assessment by increasing marking granularity and feedback unitsNickolas J. G. Falkner, Rebecca Vivian, David Piper, Katrina Falkner. 9-14 [doi]
• Adaptively identifying non-terminating code when testing student programsStephen H. Edwards, Zalia Shams, Craig Estep. 15-20 [doi]
• Can computers compare student code solutions as well as teachers?Matheus Gaudencio, Ayla Dantas, Dalton Dario Serey Guerrero. 21-26 [doi]
• An experience report on using gamification in technical higher educationAlexandru Iosup, Dick H. J. Epema. 27-32 [doi]
• How (not) to introduce badges to online exercisesLassi Haaranen, Petri Ihantola, Lasse Hakulinen, Ari Korhonen. 33-38 [doi]
• Khan academy gamifies computer scienceBriana B. Morrison, Betsy James DiSalvo. 39-44 [doi]
• Course-embedded research in software development coursesSonal Dekhane, Richard Price. 45-48 [doi]
• Using a real world project in a software testing courseDaniel E. Krutz, Samuel A. Malachowsky, Thomas Reichlmayr. 49-54 [doi]
• Student projects are not throwaways: teaching practical software maintenance in a software engineering courseClaudia Szabo. 55-60 [doi]
• Syrus: providing practice problems in discrete mathematics with instant feedbackDiego Zaccai, Aditi Tagore, Dustin Hoffman, Jason Kirschenbaum, Zakariya Bainazarov, Harvey M. Friedman, Dennis K. Pearl, Bruce W. Weide. 61-66 [doi]
• Teaching theoretical computer science using a cognitive apprenticeship approachMaria Knobelsdorf, Christoph Kreitz, Sebastian Böhne. 67-72 [doi]
• Learning relational algebra by snapping blocksJason Gorman, Sebastian Gsell, Chris Mayfield. 73-78 [doi]
• Bringing CS2013 recommendations for parallel and distributed computing into your CS curriculumRichard A. Brown, Elizabeth Shoop, Joel C. Adams. 79-80 [doi]
• Toward curricular guidelines for cybersecurityAndrew D. McGettrick, Lillian N. Cassel, Melissa Dark, Elizabeth K. Hawthorne, John Impagliazzo. 81-82 [doi]
• Understanding NSF fundingJan Cuny, Jeffrey Forbes, Harriet G. Taylor, Valerie Barr, Victor Piotrowski, Jane Prey, Paul Tymann. 83-84 [doi]
• Engaging underrepresented groups in high school introductory computing through computational remixing with EarSketchJason Freeman, Brian Magerko, Tom McKlin, Mike Reilly, Justin Permar, Cameron Summers, Eric Fruchter. 85-90 [doi]
• Dancing alice: exploring embodied pedagogical strategies for learning computational thinkingShaundra B. Daily, Alison E. Leonard, Sophie Jörg, Sabarish Babu, Kara Gundersen. 91-96 [doi]
• Underrepresented middle school girls: on the path to computer science through paper prototypingAshley Robinson, Manuel A. Pérez-Quiñones. 97-102 [doi]
• Developing a pre- and post-course concept inventory to gauge operating systems learningKevin C. Webb, Cynthia Taylor. 103-108 [doi]
• Misconceptions and concept inventory questions for binary search trees and hash tablesKuba Karpierz, Steven A. Wolfman. 109-114 [doi]
• Neo-piagetian theory as a guide to curriculum analysisClaudia Szabo, Katrina Falkner. 115-120 [doi]
• Active learning during lecture using tabletsBarry L. Kurtz, James B. Fenwick Jr., Rahman Tashakkori, Ahmad Esmail, Stephen R. Tate. 121-126 [doi]
• Teaching CS 1 with POGIL activities and rolesHelen H. Hu, Tricia D. Shepherd. 127-132 [doi]
• Effectiveness of a computational thinking (CS0) course on student analytical skillsMichele Van Dyne, Jeffrey Braun. 133-138 [doi]
• Integrating big data into the computing curriculaYasin N. Silva, Suzanne W. Dietrich, Jason M. Reed, Lisa M. Tsosie. 139-144 [doi]
• An undergraduate degree in data science: curriculum and a decade of implementation experiencePaul Anderson, James F. Bowring, Renée McCauley, George Pothering, Christopher W. Starr. 145-150 [doi]
• CS principles goes to middle school: learning how to teach "Big Data"Philip Sheridan Buffum, Allison G. Martínez-Arocho, Megan Hardy Frankosky, Fernando J. Rodríguez, Eric N. Wiebe, Kristy Elizabeth Boyer. 151-156 [doi]
• Lessons learned and recommended strategies for game development components in a computer literacy courseRobert Don Collier, Jalal Kawash. 157-162 [doi]
• Use and development of entertainment technologies in after school STEM programVeronica Catete, Kathleen Wassell, Tiffany Barnes. 163-168 [doi]
• Making games a "snap" with Stencyl: a summer computing workshop for K-12 teachersJiangjiang Liu, Cheng-Hsien Lin, Joshua Wilson, David Hemmenway, Ethan Philip Hasson, Zebulun David Barnett, Yingbo Xu. 169-174 [doi]
• ACM/IEEE-CS computer science curricula 2013: implementing the final reportMehran Sahami, Steve Roach, Ernesto Cuadros-Vargas, Elizabeth K. Hawthorne, Amruth Kumar, Richard LeBlanc, David Reed, Remzi Seker. 175-176 [doi]
• Diverse learners, diverse courses, diverse projects: learning from challenges in new directionsOwen L. Astrachan, Rebecca Brook Osborne, Irene Lee, Bradley Beth, Jeff Gray. 177-178 [doi]
• Special session: engaging mathematical reasoning exercisesJoseph E. Hollingsworth, Murali Sitaraman. 179-180 [doi]
• STEM teaching as an additional profession for scientists and engineers: the case of computer science educationOrit Hazzan, Noa Ragonis. 181-186 [doi]
• Spreading the word: introducing pre-service teachers to programming in the K12 classroomScott Bell, Tim Frey, Eugene Vasserman. 187-192 [doi]
• Research experience for teachers: data analysis & mining, visualization, and image processingRahman Mitchel Tashakkori, Robert Mitchell Parry, Adam Benoit, Rebecca A. Cooper, Jessica L. Jenkins, Nicholas T. Westveer. 193-198 [doi]
• The design of Sweden's first 5-year computer science and software engineering programFredrik Heintz, Inger Erlander Klein. 199-204 [doi]
• Bringing business intelligence to healthcare informatics curriculum: a preliminary investigationGuangzhi Zheng, Chi Zhang, Lei Li. 205-210 [doi]
• An ACM 2013 exemplar course integrating fundamentals, languages, and software engineeringJason O. Hallstrom, Cathy Hochrine, Jacob Sorber, Murali Sitaraman. 211-216 [doi]
• Measuring demographics and performance in computer science education at a nationwide scale using AP CS dataBarbara Ericson, Mark Guzdial. 217-222 [doi]
• Blackbox: a large scale repository of novice programmers' activityNeil Christopher Charles Brown, Michael Kölling, David McCall, Ian Utting. 223-228 [doi]
• Using CodeBrowser to seek differences between novice programmersKenny Heinonen, Kasper Hirvikoski, Matti Luukkainen, Arto Vihavainen. 229-234 [doi]
• Hands-on introduction to computer science at the freshman levelRaghuraman Balasubramanian, Zachary York, Matthew Doran, Aritra Biswas, Timur Girgin, Karthikeyan Sankaralingam. 235-240 [doi]
• Ethnocomputing with electronic textiles: culturally responsive open design to broaden participation in computing in American indian youth and communitiesYasmin B. Kafai, Kristin A. Searle, Cristóbal Martinez, Bryan Brayboy. 241-246 [doi]
• Tracking @stemxcomet: teaching programming to blind students via 3D printing, crisis management, and twitterShaun K. Kane, Jeffrey P. Bigham. 247-252 [doi]
• An assessment model for large project coursesMaria Vasilevskaya, David Broman, Kristian Sandahl. 253-258 [doi]
• Adding unit test experience to a usability centered project courseChristopher Brown, Robert Pastel, Marika Seigel, Charles Wallace, Linda Ott. 259-264 [doi]
• A service learning practicum capstoneAaron Bloomfield, Mark Sherriff, Kara Williams. 265-270 [doi]
• Panel of computing students with disabilitiesRichard E. Ladner, Jillian Hall, Samir Jain, CeAhna Lathon, Vincent Martin. 271-272 [doi]
• Rediscovering the passion, beauty, joy, and awe: making computing fun again, part 7Daniel D. Garcia, Jennifer Campbell, Rebecca Dovi, Cay Horstmann. 273-274 [doi]
• Alternatives to lecture: experience peer instruction and pedagogical code reviewsScott Grissom, Christopher D. Hundhausen, Phillip Conrad. 275-276 [doi]
• Injecting parallel computing into CS2Joel C. Adams. 277-282 [doi]
• On the efficacy of board game strategy development as a first-year CS projectIvona Bezáková, James E. Heliotis, Sean Strout. 283-288 [doi]
• Transforming introductory computer science projects via real-time web dataAustin Cory Bart, Eli Tilevich, T. Simin Hall, Tony Allevato, Clifford A. Shaffer. 289-294 [doi]
• Importance of early performance in CS1: two conflicting assessment storiesLeo Porter, Daniel Zingaro. 295-300 [doi]
• Reinventing homework as cooperative, formative assessmentDon Blaheta. 301-306 [doi]
• Evaluating an inverted CS1Jennifer Campbell, Diane Horton, Michelle Craig, Paul Gries. 307-312 [doi]
• Supporting CS education via virtualization and packages: tools for successfully accommodating "bring-your-own-device" at scaleAndy Sayler, Dirk Grunwald, John Black, Elizabeth White, Matthew Monaco. 313-318 [doi]
• Framing classroom climate for student learning and retention in computer scienceLecia J. Barker, Melissa O'Neill, Nida Kazim. 319-324 [doi]
• Multiple case study of nerd identity in a CS1 classDon Davis, Timothy Yuen, Matthew Berland. 325-330 [doi]
• Camp CyberGirls: using a virtual world to introduce computing concepts to middle school girlsCaitlin Hulsey, Toni Bloodworth Pence, Larry F. Hodges. 331-336 [doi]
• MyCS: CS for middle-years students and their teachersElizabeth Schofield, Michael Erlinger, Zachary Dodds. 337-342 [doi]
• Remedying misperceptions of computer science among middle school studentsShuchi Grover, Roy Pea, Stephen Cooper. 343-348 [doi]
• Workplace scenarios to integrate communication skills and content: a case studyMark E. Hoffman, Paul V. Anderson, Magnus Gustafsson. 349-354 [doi]
• Comparing educational experiences and on-the-job needs of educational software designersMarisa Exter. 355-360 [doi]
• Evaluating industry-inspired pair programming communication guidelines with undergraduate studentsMark Zarb, Janet Hughes, John Richards. 361-366 [doi]
• Experiences mapping and revising curricula with CS2013David Reed, Andrea Danyluk, Elizabeth K. Hawthorne, Mehran Sahami, Henry M. Walker. 367-368 [doi]
• CS professional development MOOCsErin Mindell, Karen Brennan, Gwendolyn Britton, Jennifer S. Kay, Jennifer Rosato. 369-370 [doi]
• Looking outside: what can be learnt from computing education around the world?Annemieke Craig, Catherine Lang, Michail N. Giannakos, Carsten Kleiner, Judith Gal-Ezer. 371-372 [doi]
• Peer instruction contributes to self-efficacy in CS1Daniel Zingaro. 373-378 [doi]
• New CS1 pedagogies and curriculum, the same success factors?Christine Alvarado, Cynthia Bailey Lee, Gary Gillespie. 379-384 [doi]
• Social effects of pair programming mitigate impact of bounded rationalityZhen Li, Eileen Kraemer. 385-390 [doi]
• Improving software engineering education through an empirical approach: lessons learned from capstone teaching experiencesAndres Neyem, Jose I. Benedetto, Andres F. Chacon. 391-396 [doi]
• Selecting open source software projects to teach software engineeringThérèse Mary Smith, Robert McCartney, Swapna S. Gokhale, Lisa C. Kaczmarczyk. 397-402 [doi]
• Evaluating GameDevTycoon for teaching software engineeringClaudia Szabo. 403-408 [doi]
• Online discussions: improving education in CS?Radu Paul Mihail, Beth Rubin, Judy Goldsmith. 409-414 [doi]
• CrowdGrader: a tool for crowdsourcing the evaluation of homework assignmentsLuca de Alfaro, Michael Shavlovsky. 415-420 [doi]
• Teaching composition quality at scale: human judgment in the age of autogradersJohn DeNero, Stephen Martinis. 421-426 [doi]
• A journey toward obtaining our first NSF S-STEM (scholarship) grantAn-I Andy Wang, Gary S. Tyson, David B. Whalley, Robert van Engelen, Zhenghao Zhang. 427-432 [doi]
• A support program for introductory CS courses that improves student performance and retains students from underrepresented groupsTia Newhall, Lisa Meeden, Andrew Danner, Ameet Soni, Frances Ruiz, Richard Wicentowski. 433-438 [doi]
• Project rise up 4 CS: increasing the number of black students who pass advanced placement CS ABarbara Ericson, Shelly Engelman, Tom McKlin, Ja'Quan Taylor. 439-444 [doi]
• Interdisciplinary computing classes: worth the effortLori Carter. 445-450 [doi]
• Computing in the arts: a model curriculumBill Z. Manaris, Renée McCauley, Marian Mazzone, William H. Bares. 451-456 [doi]
• E pluribus, plurima: the synergy of interdisciplinary class groupsDebra S. Goldberg, Elizabeth K. White. 457-462 [doi]
• Teaching tips we wish they'd told us before we started: high school editionDaniel D. Garcia, Baker Franke, Stephanie Hoeppner, Josh Paley. 463-464 [doi]
• Introductory programming meets the real world: using real problems and data in CS1Ruth E. Anderson, Michael D. Ernst, Robert Ordóñez, Paul Pham, Steven A. Wolfman. 465-466 [doi]
• Guided inquiry learning in context: perspectives on POGIL in CSHelen H. Hu, Matthew Lang, Clif Kussmaul, Chris Mayfield, Tammy Pirmann. 467-468 [doi]
• No tests required: comparing traditional and dynamic predictors of programming successChristopher Watson, Frederick W. B. Li, Jamie L. Godwin. 469-474 [doi]
• Integrating computational and creative thinking to improve learning and performance in CS1Lee Dee Miller, Leen-Kiat Soh, Vlad Chiriacescu, Elizabeth Ingraham, Duane F. Shell, Melissa Patterson Hazley. 475-480 [doi]
• Perspectives on co-linking design and development courses in CSYolanda Reimer, Michael Cassens. 481-486 [doi]
• They can't find us: the search for informal CS educationBetsy James DiSalvo, Cecili Reid, Parisa Khanipour Roshan. 487-492 [doi]
• Curriculum is not enough: the educational theory and research foundation of the exploring computer science professional development modelJoanna Goode, Jane Margolis, Gail Chapman. 493-498 [doi]
• Sneaking in through the back door: introducing k-12 teachers to robot programmingJennifer S. Kay, Janet G. Moss, Shelly Engelman, Tom McKlin. 499-504 [doi]
• Quantitative correlation between ability to compute and student performance in a primary schoolOsvaldo Luiz De Oliveira, Maria C. Nicoletti, Luis Mariano Del Val Cura. 505-510 [doi]
• Identifying elementary students' pre-instructional ability to develop algorithms and step-by-step instructionsHilary Dwyer, Charlotte Hill, Stacey Carpenter, Danielle Harlow, Diana Franklin. 511-516 [doi]
• Code club: bringing programming to UK primary schools through scratchNeil Smith, Clare Sutcliffe, Linda Sandvik. 517-522 [doi]
• Teaching the security mindset with reference monitorsJustin Cappos, Richard Weiss. 523-528 [doi]
• Harnessing the cloud for teaching cybersecurityKhaled Salah. 529-534 [doi]
• Taking a walk on the wild side: teaching cloud computing on distributed research testbedsYanyan Zhuang, Chris Matthews, Stephen Tredger, Steven Ness, Jesse Short-Gershman, Li Ji, Niko Rebenich, Andrew French, Josh Erickson, Kyliah Clarkson, Yvonne Coady, Rick McGeer. 535-540 [doi]
• Recruit and retain women in undergraduate computing: success stories using research-based practicesLeisa D. Thompson, Crystal Eney, Ruth Davis, Tiffany Grady. 541-542 [doi]
• CS principles professional development: only 9, 500 to go!Jan Cuny, Diane A. Baxter, Daniel D. Garcia, Jeff Gray, Ralph Morelli. 543-544 [doi]
• Blocks-based programming languages: simplifying programming for different audiences with different goalsPaul Medlock-Walton, Kyle J. Harms, Eileen T. Kraemer, Karen Brennan, Daniel Wendel. 545-546 [doi]
• Teaching parallel design patterns to undergraduates in computer scienceRichard A. Brown, Joel C. Adams, Clayton Ferner, Elizabeth Shoop, Anthony Barry Wilkinson. 547-548 [doi]
• Teaching operating systems using code reviewChristoffer Dall, Jason Nieh. 549-554 [doi]
• A virtual graphics card for teaching device driver designChristopher Corsi, Robert Geist, Dennis Lingerfelt. 555-560 [doi]
• PLCC: a programming language compiler compilerTimothy V. Fossum. 561-566 [doi]
• Teaching and learning computer science soft skills using soft skills: the students' perspectiveOrit Hazzan, Gadi Har-Shai. 567-572 [doi]
• Promoting ecoliteracy in an introductory database systems course: activities for the first weekDaniela Inclezan, Luis Pradanos. 573-578 [doi]
• Developing CS/SE students' communication abilities through a program-wide frameworkJanet E. Burge, Gerald C. Gannod, Mike Carter, Alanna Howard, Brian Schultz, Mladen A. Vouk, David Wright, Paul V. Anderson. 579-584 [doi]
• Metaphors we teach byJoseph P. Sanford, Aaron Tietz, Saad Farooq, Samuel Z. Guyer, R. Benjamin Shapiro. 585-590 [doi]
• 'explain in plain english' questions revisited: data structures problemsMalcolm Corney, Sue Fitzgerald, Brian Hanks, Raymond Lister, Renée A. McCauley, Laurie Murphy. 591-596 [doi]
• A formative study of influences on student testing behaviorsKevin Buffardi, Stephen H. Edwards. 597-602 [doi]
• Using a software framework to enhance online teaching of shader-based OpenGLJames R. Miller. 603-608 [doi]
• Dynamic program visualizations: an experience reportJames H. Cross, T. Dean Hendrix, Larry A. Barowski, David A. Umphress. 609-614 [doi]
• Opportunities for android projects in a CS1 courseIvaylo Ilinkin. 615-620 [doi]
• Nifty assignmentsNick Parlante, Julie Zelenski, Josh Hug, John Nicholson, John DeNero, Antti Laaksonen, Arto Vihavainen, Frank McCown, Kevin Wayne. 621-622 [doi]
• Interdisciplinary computing in many formsLillian (Boots) Cassel, Bonnie MacKellar, Joan Peckham, Carol Spradling, Han Reichgelt, Suzanne Westbrook, Ursula Wolz. 623-624 [doi]
• Special session: "hands-on" tutorial: teaching software correctness with RESOLVEMurali Sitaraman, Bruce W. Weide. 625-626 [doi]
• Tutorial: team projects with Alice 3Wanda Dann, Dennis Cosgrove, Don Slater, Dave Culyba. 627-628 [doi]
• Defining and evaluating conflictive animations for programming education: the case of jeliot ConAnAndrés Moreno, Erkki Sutinen, Mike Joy. 629-634 [doi]
• RSAvisual: a visualization tool for the RSA cipherJun Tao, Jun Ma, Melissa Keranen, Jean Mayo, Ching-Kuang Shene, Chaoli Wang. 635-640 [doi]
• Pythy: improving the introductory python programming experienceStephen H. Edwards, Daniel S. Tilden, Anthony Allevato. 641-646 [doi]
• Five years of game programming outreach: understanding student differencesAntti-Jussi Lakanen, Ville Isomöttönen, Vesa Lappalainen. 647-652 [doi]
• Challenging stereotypes and changing attitudes: the effect of a brief programming encounter on adults' attitudes toward programmingPolina Charters, Michael J. Lee, Andrew J. Ko, Dastyni Loksa. 653-658 [doi]
• The consume - create spectrum: balancing convenience and computational thinking in stem learningAshok R. Basawapatna, Alexander Repenning, Kyu Han Koh, Mark Savignano. 659-664 [doi]
• Facilitating human interaction in an online programming courseJoe Warren, Scott Rixner, John Greiner, Stephen Wong. 665-670 [doi]
• An environment for learning interactive programmingTerry Tang, Scott Rixner, Joe Warren. 671-676 [doi]
• Teaching creative problem solving in a MOOCPascal Van Hentenryck, Carleton Coffrin. 677-682 [doi]
• Introducing undergraduate database students to K-12 education researchChris Mayfield, Carole Ottenheimer, Bethann Canada, Brooke Bell. 683-688 [doi]
• Remediation and student success in CIS programsDouglas A. Kranch. 689-694 [doi]
• Identifying challenging CS1 concepts in a large problem datasetYuliya Cherenkova, Daniel Zingaro, Andrew Petersen. 695-700 [doi]
• Advanced placement computer science: AP computer science a and AP computer science principlesPaul T. Tymann, Frances P. Trees, Robert Glen Martin, Richard Kick, Lien Diaz. 701-702 [doi]
• A public/private partnership for expanding computer science in schoolsOwen L. Astrachan, Amy Briggs, Gail Chapman, Joanna Goode, Rebecca Brook Osborne, Pat Yongpradit. 703-704 [doi]
• Data science as an undergraduate degreePaul Anderson, James W. McGuffee, David Uminsky. 705-706 [doi]
• Exploring cognitive processes in program comprehension based on eye-movement analysis (abstract only)Ting-Yun Hou, Yu-Tzu Lin, Yu-Chih Lin, Cheng-Chih Wu. 707-708 [doi]
• An analysis of difficulties encountered by novice alice programmers (abstract only)Kuan-Yu Lin, Janet Mei-Chuen Lin, Hue-Ching Kao. 707 [doi]
• Application of a blended active learning model in teaching computer programming to non-majors (abstract only)Chunming Gao, Noriyuki Iwane. 707 [doi]
• ACCE: automatic coding composition evaluator (abstract only)Stephanie Rogers, Steven Tang, Dan Garcia. 708 [doi]
• Intelligence and security informatics: developing curricular modules in context (abstract only)Wingyan Chung, Albert Chan, Daniel Plante, Ray Villalobos, Joseph Woodside. 708-709 [doi]
• Techniques for retaining low performing students: high-need student mentoring program (abstract only)Shearon Brown, Xiaohong Yuan. 708 [doi]
• Guidelines for group work in CS1 (abstract only)Cecily Heiner. 708 [doi]
• Supporting computational algorithmic thinking (SCAT): development of a complex cognitive capability in african-american middle-school girls (abstract only)Jakita O. Thomas. 709-710 [doi]
• Teaching artificial intelligence as a lab science: basic and informed search (abstract only)Stephanie E. August, Michael A. Fraser, Miguel A. Vazquez. 709 [doi]
• ACM associate-degree IT curricular guidance (abstract only)Elizabeth K. Hawthorne, Cara Tang, Jim Nichols, Cindy Tucker. 709 [doi]
• Analysis of interaction logs for online tutorials (abstract only)Daniel A. Breakiron, Eric Fouh, Sally Hamouda, Clifford A. Shaffer. 709 [doi]
• Use of problem-solving approach to teach scratch programming for adult novice programmers (abstract only)Chiung-Fang Chiu. 710-711 [doi]
• Integrating computer science and mathematics in middle school with alice (abstract only)Susan H. Rodger, Daniel MacDonald, Elizabeth Onstwedder, Bella Onwumbiko, Edwin Ward. 710 [doi]
• Towards engaging big data for CS1/2 (abstract only)Nadeem Abdul Hamid, Steven Benzel. 710 [doi]
• Motivational active learning for computer science education (abstract only)Johanna Pirker, Christian Gütl. 711 [doi]
• The impact of math preparedness on introductory programming (CS1) success (abstract only)Emmett Tomai, Christine F. Reilly. 711 [doi]
• How do we measure success?: a new instrument for evaluating girls' progress in middle and high school computing programs (abstract only)Catherine S. Ashcraft, Wendy M. DuBow, Zhen Wu. 711-712 [doi]
• Kodu alice and computer science unplugged: a model of effective introducing middle school students to computer science and computational thinking (abstract only)Daniela Marghitu, Lavaris Thomas, Yasmeen Rawajfih, Jillian Hall, Andrew Marshall. 712 [doi]
• Who drops CS1? (abstract only)Diane Horton, Michelle Craig. 712-713 [doi]
• Developing a game-based learning curriculum for "Big Data" in middle school (abstract only)Allison G. Martínez-Arocho, Philip Sheridan Buffum, Kristy Elizabeth Boyer. 712 [doi]
• A first year common course on computational problem solving and programming (abstract only)Bruce W. Char, Thomas T. Hewett. 713 [doi]
• Revitalizing the computer science undergraduate curriculum inside and outside of the classroom using mobile computing platforms (abstract only)Shiva Azadegan, Josh Dehlinger, Siddharth Kaza. 713 [doi]
• Altruism among programmers: the availability and effectiveness of on-line, spontaneous peer mentoring in competitive problem solving (abstract only)David Sturgill. 713 [doi]
• MyCS: building a middle-years CS curriculum (abstract only)Thomas Ashmore, Sorathan Chaturapruek, Zachary Dodds, Corinne Druhan, Bridgette Eichelberger, Michael Erlinger, Elizabeth Schofield. 714-715 [doi]
• Observations of first learners with different capabilities (abstract only)Amber Wagner, Jeff Gray. 714 [doi]
• "Come code with codester": an educational app that teaches computer science (abstract only)Gili Rusak, Darren Lim. 714 [doi]
• Implementing a living lab approach to foster innovation in an advanced software engineering course (abstract only)Jean H. French. 714 [doi]
• OCTAL: online course tool for adaptive learning (abstract only)Daniel Armendariz, Zachary MacHardy, Daniel D. Garcia. 715 [doi]
• The rising renaissance engineer spectrum awards (abstract only)Martha J. Kosa, Ambareen Siraj. 717-718 [doi]
• Use of mobile application to improve active learning and student participation in the computer science classroom (abstract only)Debzani Deb, Mohammad Muztaba Fuad. 717 [doi]
• New hands-on labs on browser security (abstract only)Wenliang Du, Li Yang, Joseph Migga Kizza, Xiaohong Yuan. 717 [doi]
• An integrated approach to teaching of abstract query languages and their implementations (abstract only)Rajshekhar Sunderraman. 717 [doi]
• A comparison of two approaches for hint generation in programming tutors (abstract only)Andrew Hicks, Barry W. Peddycord III, Irena Rindos, Christopher Simmons. 718-719 [doi]
• Utilizing gamification with social network to aid students in programming languages lessons in higher education IT courses (abstract only)Marcell Amorim Almeida Mesquita, Armando Maciel Toda, Jacques Duilio Brancher, Ricardo Melo Casseb do Carmo. 718 [doi]
• Developing and using an in-house plugin for easy social network programming (abstract only)Anna Koufakou, Dahai Guo. 718 [doi]
• Mission critical: building community to engage young women in computer science (abstract only)Amanda Ochsner, Rane Johnson-Stempson, Matthew Berland. 719 [doi]
• Impact of programming language on success in high school programming contests (abstract only)Stoney Jackson, Heidi J. C. Ellis, Robert Crouse. 719 [doi]
• Interactive e-learning modules for teaching secure: a pilot study (abstract only)Sagar Raina, Blair Taylor, Siddharth Kaza. 719-720 [doi]
• Collaborative programming exercises in virtual worlds (abstract only)Johanna Pirker, Christian Gütl, Frank Kappe. 719 [doi]
• An extensible scene graph library for teaching computer graphics along the programmable pipeline (abstract only)Volker Ahlers. 720-721 [doi]
• A comparison of two hands-on laboratory experiences in computers, networks and cyber security for 10th-12th graders (abstract only)Lisa M. Marvel, Stephen Raio, Lori L. Pollock, David Arty, Gerard Chaney, Giorgio Bertoli, Christopher Paprcka, Wendy Choi, Erica Bertoli, Sandra K. Young. 720 [doi]
• Scare and prepare: increasing awareness, safety, and passion for cyber-security (abstract only)Premchand Uppuluri, Jeff Pittges, Joseph Chase. 720 [doi]
• Teaching mobile app software development is a challenge! (abstract only)Roy P. Pargas, Punit Kulkarni, Greg Edison, Barbara J. Speziale. 721 [doi]
• The relationship between task difficulty and emotion in online computer programming tutoring (abstract only)Joseph B. Wiggins, Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. 721 [doi]
• Looking glass: a C++ library for testing student programs through reflection (abstract only)Scott Turner. 721-722 [doi]
• Parallel programming paradigms illustrated (abstract only)David P. Bunde, Michael Graf, Deyu Han, Jens Mache. 722 [doi]
• RIT's new minor in free and open source software and free culture (abstract only)Stephen Jacobs, Amit Ray, Jonathan Schull. 722 [doi]
• Making use of the cognitive apprenticeship framework in an undergraduate robotics course (abstract only)D. Brian Larkins. 722 [doi]
• Copper country programmers: a novel curriculum for beginning programmers in middle and high school (abstract only)Leo C. Ureel II, John Earnest, Charles Wallace. 722-723 [doi]
• PVA (privacy through visual anonymity) lab for enhancing CS education and outreach (abstract only)Ankur Chattopadhyay, Thomas Nehring. 723 [doi]
• Adventures in hackademia: leveraging humanitarian free/open source software development in the class room (abstract only)Remy DeCausemaker, Stephen Jacobs. 723-724 [doi]
• Studio K: a game development environment designed for gains in computational thinking (abstract only)Gabriella Anton, Matthew Berland. 723 [doi]
• A first-year experience report on a model for statewide deployment of CS principles courses (abstract only)Jeff Gray, Mokter Hossain, Jonathan Corley, Amber Wagner, Cassidy Lamm, Mary Boehm, Carol Crawford, Kathleen Haynie, Sheryl Packman, Deepa Muralidhar, Jeff Baker, Roy Black, Sandy Falgout, Leella Holt, Albert Lilly, Gina McCarley, James Morse, Jennie Rountree, Jill Westerlund, Carol Yarbrough. 724 [doi]
• Data-driven broadened participation (abstract only)Michele S. Roberts. 724 [doi]
• Introducing CodeWorkout: an adaptive and social learning environment (abstract only)Kevin Buffardi, Stephen H. Edwards. 724 [doi]
• Resources for teaching web science to computer science undergraduates (abstract only)Frank McCown, Michael L. Nelson. 725 [doi]
• Remote pair programming (RPP) in massively open online courses (MOOCs) (abstract only)Jonathan McKinsey, Samuel Joseph, Armando Fox, Daniel D. Garcia. 725 [doi]
• Privacy between technological capabilities and society's expectations (abstract only)Ernst L. Leiss, Lila Ghemri. 727 [doi]
• CSTA chapters: building a CS community (abstract only)Frances P. Trees, Lissa Clayborn. 727-728 [doi]
• Promoting professional responsibility and ethics: the pledge of the computing professional (abstract only)John K. Estell, Ken Christensen. 727 [doi]
• An exploration of mentor-protégé relationships and how to train future mentors (abstract only)Elissa M. Redmiles, Jandelyn D. Plane. 727 [doi]
• Teaching track faculty in CS (abstract only)Mark Sherriff, Daniel D. Garcia, Jody Paul. 728 [doi]
• What analogies/metaphors/similes do you use when teaching CS concepts? (abstract only)William John Pulling. 728 [doi]
• Fighting impostor syndrome (abstract only)Aidan L. Feldman, Matthew McCullough. 728 [doi]
• No news in database education by all accounts: seriously? (abstract only)Carsten Kleiner. 728-729 [doi]
• Toolmaker or scientist? (abstract only)Brian Patterson, William E. J. Doane. 729 [doi]
• Inspiring a love of computer science through the education of our youth (abstract only)Paige H. Meeker. 729-730 [doi]
• A town meeting: SIGCSE committee on expanding the women-in-computing community (abstract only)Gloria Childress Townsend. 729 [doi]
• Using the cloud to replace traditional physical networking laboratories (abstract only)Magdy Ellabidy, John P. Russo. 729 [doi]
• Debugging teacher certification (abstract only)Jian Zhang, Philip H. Sweany. 730 [doi]
• IT curricular guidance for associate-degree granting institutions (abstract only)Elizabeth K. Hawthorne, Robert D. Campbell, Jim Nichols, Cara Tang, Cindy Tucker. 730 [doi]
• Introduction to programming for scientists and engineers (abstract only)Peter H. Froehlich, Joanne F. Selinski. 730 [doi]
• China's perspective from the viewpoint of computational thinking on CS1 for non-majors (abstract only)Ming Zhang, Bo Li, Ginnie Lo. 730 [doi]
• CAT's: not just a furry friend. using active learning in your classrooms (abstract only)Nina S. Onesti, Saul Blanco, John Duncan, Mitja Hmeljak, Dan Richert. 731 [doi]
• Preparing computer science students for a sustainable future (abstract only)Daniela Inclezan. 731 [doi]
• How to decode student bottlenecks to learning in computer science (abstract only)Adrian German, Suzanne Menzel, Joan Middendorf, John F. Duncan. 733 [doi]
• Data fluency: curricular issues for all majors (abstract only)Suzanne W. Dietrich, Don Goelman. 733-734 [doi]
• Engaging college students in service learning to grow the K-12 computing pipeline and prepare the 21st century workforce (abstract only)Jamie Payton, Tiffany Barnes, Jason Black, Cheryl Seals. 733 [doi]
• State-level advocacy for computing education reform (abstract only)W. Richards Adrion. 733 [doi]
• Ensemble: the sharing community (abstract only)Lillian N. Cassel, Lois M. L. Delcambre, Gregory W. Hislop. 734 [doi]
• Including HCI and user experience (UX) methodologies in computing curricula (abstract only)Debra Lee Davis, Dave Berque, Janet Davis, Matt Jadud, Paul Resnick. 734 [doi]
• Teaching open source (software) (abstract only)Karl Wurst, Lori Postner, Stoney Jackson. 734 [doi]
• Survey courses and AP CS principles (abstract only)Chris Mayfield, Dennis Brylow. 735 [doi]
• NSF/IEEE-TCPP curriculum initiative on parallel and distributed computing: core topics for undergraduates (abstract only)Sushil K. Prasad, Almadena Yu. Chtchelkanova, Anshul Gupta, Arnold L. Rosenberg, Alan Sussman. 735 [doi]
• Integrating active learning techniques into systems courses (abstract only)Michael S. Kirkpatrick, Leo Porter. 735-736 [doi]
• Incorporating mobile computing into the CS curriculum (abstract only)Shiva Azadegan, Josh Dehlinger, Siddharth Kaza. 735 [doi]
• Teaching security using hands-on exercises (abstract only)Richard Weiss, Michael E. Locasto, Jens Mache, Elizabeth K. Hawthorne, Justin Cappos. 736 [doi]
• Using science fiction in CS courses (abstract only)Rebecca Bates, Judy Goldsmith, Valerie Summet, Nanette Veilleux. 736-737 [doi]
• Technology that educators of computing hail (TECH): come, share your favorites! (abstract only)Daniel D. Garcia, Daniel Armendariz. 736 [doi]
• Community engagement and service learning opportunities in computer science (abstract only)Douglas E. Harms. 736 [doi]
• Web programming (abstract only)Martin Stepp, Jessica Miller. 737 [doi]
• Can 3D virtual world environments and game-based learning effectively teach computer science concepts? (abstract only)Stephanie E. August, Jungwoo Ryoo. 737-738 [doi]
• Using and sharing programming exercises to improve introductory courses (abstract only)David Hovemeyer, Jaime Spacco, Robert C. Duvall, Stephen H. Edwards, Amruth Kumar, Andrew Petersen, Daniel Zingaro. 737 [doi]
• Making induction meaningful, recursively (abstract only)Peter-Michael Osera, Brent A. Yorgey. 737 [doi]
• Reviewing NSF proposals: learn about effective proposal writing via the review process (abstract only)Valerie Barr, Paul Tymann. 739 [doi]
• Making games and apps in introductory computer science (abstract only)Tiffany Barnes, Veronica Catete, Andrew Hicks, Barry W. Peddycord III. 739 [doi]
• Integrating software testing into programming courses (WISTPC 2014) (abstract only)Peter J. Clarke, Yujian Fu, James Kiper, Gursimran Walia. 739-740 [doi]
• ITSEED: hands-on labs for IT security education (abstract only)Yan Bai, Xinli Wang. 739 [doi]
• Teaching computing with the IPython notebook (abstract only)Greg Wilson, Fernando Perez, Peter Norvig. 740 [doi]
• Teaching service-oriented programming to CS and SE undergraduate students (abstract only)Xumin Liu, Rajendra K. Raj, Thomas Reichlmayr, Alex Pantaleev, Chunmei Liu. 740 [doi]
• GENI as a virtual laboratory for networking and distributed systems classes (abstract only)Vicraj Thomas, Niky Riga, Sarah Edwards. 740 [doi]
• Scala for introductory CS and parallelism(abstract only)Mark C. Lewis, Konstantin Läufer, George K. Thiruvathukal. 741 [doi]
• CABECT: collaborating across boundaries to engage undergraduates in computational thinking (abstract only)Sarah Monisha Pulimood, Kim Pearson, Diane C. Bates. 741 [doi]
• Enhancing computer science education (CSE) with the use of 3D printer technologyRobert Lutz, Evelyn Brannock. 741 [doi]
• Teach algorithm design and intractability with a project-based curriculum centered on a single intractable problem: three domains to choose from (abstract only)Andrea F. Lobo, Ganesh Baliga. 741 [doi]
• Exploring computer science: computational practices in action (abstract only)Gail Chapman, Joanna Goode. 743 [doi]
• Teaching shared memory parallel concepts with OpenMP (abstract only)Joel C. Adams, Richard A. Brown, Elizabeth Shoop. 743 [doi]
• Creating stimulating, relevant, and manageable introductory computer science projects that utilize real-time web-based data (abstract only)Eli Tilevich, Clifford A. Shaffer, Austin Cory Bart. 743 [doi]
• Computational music remixing with EarSketch (abstract only)Brian Magerko, Jason Freeman, Christopher Michaud, Michael Reilly. 744 [doi]
• Teaching with HFOSS to provide students with real world experience: an introduction (abstract only)Darci Burdge, Lori Postner, Becka Morgan, Heidi J. C. Ellis, Stoney Jackson, Gregory W. Hislop, Michelle Purcell. 744-745 [doi]
• The absolute beginner's guide to JUnit in the classroom (abstract only)Stephen H. Edwards, Manuel A. Pérez-Quiñones. 744 [doi]
• Scratch + Xbox Kinect: a magical combination for outreach (abstract only)Victor T. Norman. 744 [doi]
• Guiding students to discover CS concepts and develop process skills using POGIL (abstract only)Clifton Kussmaul, Helen H. Hu, Matthew Lang. 745 [doi]
• Mobile computational thinking with app inventor 2 (abstract only)Franklyn A. Turbak, Fred G. Martin, Shaileen Crawford Pokress, Ralph Morelli, Mark Sherman, David Wolber. 745 [doi]
• Using the new lego MindStorms EV3 robotics platform in CS courses (abstract only)Frank Klassner, Benjamin Schafer. 745-746 [doi]
• AP CS principles and the beauty and joy of computing curriculum (abstract only)Daniel D. Garcia, Brian Harvey, Tiffany Barnes, Daniel Armendariz, Jon McKinsey, Zachary MacHardy, Omoju Miller, Barry W. Peddycord III, Eugene Lemon, Sean Morris, Josh Paley. 746 [doi]
• Hands-on cybersecurity exercises in the EDURange framework (abstract only)Richard Weiss, Jens Mache, Michael E. Locasto, Vincent Nestler. 746 [doi]
• Artbotics with lego mindstorms (abstract only)Adam Norton, Holly A. Yanco. 747 [doi]
• Using the AP CS labs in the classroom (abstract only)Robert Glen Martin, Paul T. Tymann, Lester L. Wainwright. 747 [doi]
• Server-side web development with JavaScript and Node.js (abstract only)Ariel Ortiz. 747 [doi]
• Projects for computing summer camps for 4th-12th grade students (abstract only)Barbara J. Ericson, Christopher Michaud, Xin Xu, Krishnendu Roy. 748-749 [doi]
• Learn Java in N games (abstract only)Peter Drake, Mark Goadrich. 748 [doi]
• Introducing secure coding in CS0, CS1, and CS2 (abstract only)Blair Taylor, Siddharth Kaza, Elizabeth K. Hawthorne. 748 [doi]
• Introduction to analysing the BlueJ blackbox data (abstract only)Neil Christopher Charles Brown. 748 [doi]
• Chapel: a versatile tool for teaching undergraduates parallel programming (abstract only)David P. Bunde, Kyle Burke. 748 [doi]
• Snap! (build your own blocks) (abstract only)Brian Harvey, Daniel D. Garcia, Tiffany Barnes, Nathaniel Titterton, Omoju Miller, Daniel Armendariz, Jon McKinsey, Zachary MacHardy, Eugene Lemon, Sean Morris, Josh Paley. 749 [doi]
• Dynamic program visualizations for Java (abstract only)James H. Cross, T. Dean Hendrix, David A. Umphress. 749-750 [doi]
• Puzzle-based learning: introducing creative thinking and problem solving for computer science and engineering (abstract only)Raja Sooriamurthi, Nickolas J. G. Falkner, Ed Meyer, Zbigniew Michalewicz. 749 [doi]
• Mobile computer science principles: a professional development sampler for teachers (abstract only)Ralph A. Morelli, David Wolber, Jennifer Rosato, Chinma Uche, Pauline Lake. 750 [doi]