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ORCIDSIGCSE 1995: Nashville, Tennessee, USA
- Cary Laxer, Curt M. White, James E. Miller, Judith L. Gersting:
Proceedings of the 26th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1995, Nashville, Tennessee, USA, March 2-4, 1995. ACM 1995, ISBN 0-89791-693-X - Owen L. Astrachan, David Reed:
AAA and CS 1: the applied apprenticeship approach to CS 1. 1-5 - Margaret M. Reek:
A top-down approach to teaching programming. 6-9 - Mary Veronica Kolesar, Vicki H. Allan:
Teaching computer science concepts and problem solving with a spreadsheet. 10-13 - Yonglei Tao:
Using expert systems to understand object-oriented behavior. 14-18 - Richard J. Reid:
Object-oriented simulation of computer architectures using C++. 19-23 - Mark R. Headington:
Removing implementation details from C++ class declarations. 24-28 - Michael R. Birch, Christopher M. Boroni, Frances W. Goosey, Samuel D. Patton, David K. Poole, Craig M. Pratt, Rockford J. Ross:
DYNALAB: a dynamic computer science laboratory infrastructure featuring program animation (abstract). 29-33 - John K. Estell, Thomas A. Owen:
Experiencing the codesign process: Microcomputer Systems II laboratory. 34-38 - William E. Toll:
Socket programming in the data communications laboratory. 39-43 - Norman Cohen, Wanda P. Dann:
Using an internal internship to enhance computer science education in a two-year college. 44-47 - Eric Roberts, John Lilly, Bryan Rollins:
Using undergraduates as teaching assistants in introductory programming courses: an update on the Stanford experience. 48-52 - David G. Kay:
Training computer science teaching assistants: a seminar for new TAs. 53-55 - Y. Daniel Liang:
Teaching dynamic programming techniques using permutation graphs. 56-60 - Ali A. Kooshesh:
Solving a problem using cooperating data structures. 61-65 - Chaya Gurwitz:
Achieving a uniform interface for binary tree implementations. 66-70 - Lan Jin, Lan Yang:
A laboratory for teaching parallel computing on parallel structures. 71-75 - David Kotz
:
A data-parallel programming library for education (DAPPLE). 76-81 - David M. Arnow:
XDP: a simple library for teaching a distributed programming module. 82-86 - Michael B. O'Neal, Barry L. Kurtz:
Watson: a modular software environment for introductory computer science education. 87-91 - Brenda C. Parker, John D. McGregor:
A goal-oriented approach to laboratory development and implementation. 92-96 - Barry L. Kurtz, Unmesh S. Mayekar, Michael B. O'Neal:
Design and implementation of a generalized problem solving assistant for algorithm development. 97-101 - Scott D. Studer, James Taylor, Ken Macie:
Youngster: a simplified introduction to computing: removing the details so that a child may program. 102-105 - Margaret Anne Pierce, John W. Henry:
Computer-related judgements of computer professionals and students. 106-110 - Richard Gary Epstein:
Latest developments in the "killer robot" computer ethics scenario. 111-115 - Donald J. Bagert, William M. Marcy, Ben A. Calloni:
A successful five-year experiment with a breadth-first introductory course. 116-120 - Jan L. Harrington, Helen M. Hayes:
A joint first year program for computer science and information systems. 121-125 - Iraj Hirmanpour, Thomas B. Hilburn, Andrew J. Kornecki:
A domain centered curriculum: an alternative approach to computing education. 126-130 - Lan Yang, Lan Jin:
Integrating parallel algorithm design with parallel machine models. 131-135 - William E. Toll:
Decision points in the introduction of parallel processing into the undergraduate curriculum. 136-140 - Robert M. Harlan, Joseph G. Akulis:
Parallel threads: parallel computation labs for CS 3 and CS 4. 141-145 - Alfredo de J. Perez-Davila:
O.S. bridge between academia and reality. 146-148 - Selmer Moen:
A low-tech introduction to operating systems. 149-153 - Tracy Camp, Glen Oberhauser:
Microkernels: a submodule for a traditional operating systems course. 154-158 - John Barr, Laurie A. Smith King:
An environment for interpreter-based programming language projects. 159-162 - Eric S. Roberts:
A C-based graphics library for CS1. 163-167 - Tom Schorsch:
CAP: an automated self-assessment tool to check Pascal programs for syntax, logic and style errors. 168-172 - Michael Kölling, Bett Koch, John Rosenberg:
Requirements for a first year object-oriented teaching language. 173-177 - Mary Jane Willshire:
Old dogs, new tricks. 178-181 - Mark Guzdial:
Centralized mindset: a student problem with object-oriented programming. 182-185 - Dino Schweitzer, Tom Appolloni:
Integrating introductory courses in computer graphics and animation. 186-190 - Lee H. Tichenor:
Inexpensive advanced graphics applications for the C.S. majors graphics class. 191-194 - Andrew Sears, Rosalee J. Wolfe:
Visual analysis: adding breadth to a computer graphics course. 195-198 - Nira Herrmann, Jeffrey L. Popyack:
Creating an authentic learning experience in introductory programming courses. 199-203 - Joseph M. Lambert:
Restructuring the introductory computer science course for engineers. 204-208 - Joseph L. Zachary, Christopher R. Johnson, Eric Eide, Kenneth W. Parker:
An entry-level course in computational engineering and science. 209-213 - Ronald E. Wilson:
Integrating a breadth-first curriculum with relevant programming projects in CS1/CS2. 214-217 - Michael V. Doran, David D. Langan:
A cognitive-based approach to introductory computer science courses: lesson learned. 218-222 - Juris Reinfelds:
A three paradigm first course for CS majors. 223-227 - Kenneth Slonneger:
Executing an SECD machine using logic programming. 228-232 - B. Lewis Barnett III:
A visual simulator for a simple machine and assembly language. 233-237 - John L. Donaldson:
A microprogram simulator and compiler for an enhanced version of Tanenbaum's MIC-1 machine. 238-242 - Martin Osborne:
Software engineering, C++, and Windows. 243-247 - Atika Laribi, Michel Léonard, Olivier Parchet:
An experiment in learning about basic information system concepts. 248-252 - Rajiv Tewari:
Software reuse and object-oriented software engineering in the undergraduate curriculum. 253-257 - David L. Parker:
Structured design for CS1. 258-262 - David Ginat:
Loop invariants and mathematical games. 263-267 - Eric S. Roberts:
Loop exits and structured programming: reopening the debate. 268-272 - Alan D. Fekete:
Enhancing generic skills in the computer organization course. 273-277 - Susan H. Rodger:
An interactive lecture approach to teaching computer science. 278-282 - John T. Paxton:
A novel approach to teaching artificial intelligence. 283-286 - Roy S. Rubinstein:
Computer science projects with music. 287-291 - J. Morgan Morris:
Experiences with Mosaic for legacy projects. 292-296 - Thomas Moore:
Active use of hypertext to aid learning and classroom instruction. 297-301 - Neville Dean, Michael G. Hinchey:
Introducing formal methods through role-playing. 302-306 - J. R. Jefferson Wadkins:
Rigorous proofs of program correctness without formal logic. 307-311 - Rose F. Gamble:
Integrating a formal specification course with a software projects course via an editing tool. 312-316 - Martin Hitz, Marcus Hudec:
Modula-2 versus C++ as a first programming language - some empirical results. 317-321 - Michael R. Wick:
On using C++ and object-orientation in CS1: the message is still more important than the medium. 322-326 - Dave A. Berque, Gloria Childress Townsend:
A new scheme for reinforcing concepts in CS2. 327-330 - Zahava Scherz, Bruria Haberman:
Logic programming based curriculum for high school students: the use of abstract data types. 331-335 - Edward C. Martin:
Solid modeling with Scheme. 336-339 - Robert A. Pilgrim:
TIC-TAC-TOE: introducing expert systems to middle school students. 340-344 - Mona E. Lovato, Michael F. Kleyn:
Parser visualizations for developing grammars with yacc. 345-349 - Sue Fitzgerald, Jerry Place:
Teaching elementary queueing theory with a computer algebra system. 350-354 - James L. Noyes:
Teaching a modern numerical analysis course. 355-359 - Sandra Honda Adams, Rachel D. Isles, Louise E. Moses, Domenick J. Pinto, Frances L. Van Scoy:
Where have the women gone and how do we keep them from going? (panel). 360-361 - Thomas L. Marchioro II, Joseph L. Zachary, D. E. Stevenson, Ignatios Vakalis, Leon Tabak:
Computational science, parallel and high performance computing in undergraduate education (abstract). 362-363 - Renée A. McCauley, Clark B. Archer, Nell B. Dale, Rym Mili, James Robergé, Harriet G. Taylor:
The effective integration of software engineering principles throughout the undergraduate computer science curriculum (abstract). 364-365 - Mary Dee Medley, Kay G. Schulze, Bob Riser, Rebekah L. Tidwell:
Ethical and professional issues in computing (abstract). 366-367 - Dorothy Deremer, Gail T. Finley, Lynn Ziegler, Doug Baldwin, Gordon Stegink:
Alternative teaching strategies in CS I: supporting diversity (abstract). 368-369 - Scott B. Grissom, Thomas L. Naps, Rocky Ross, Dalton Hunkins, Susan H. Rodger, Dino Schweitzer:
Using visual demonstrations to teach computer science (abstract). 370-371 - Barbara Boucher Owens, Gene Bailey, Shelly Heller, Ted Mims, Laurie White:
The non-traditional student in computing: characteristics, needs and experiences (abstract). 372-373 - Christopher H. Nevison, Joe Kmoch, Robert E. Noonan, Tim Corica, Sarah Fix, David G. Kay:
Changes in the advanced placement computer science course: case studies and C++ (panel). 374-375 - Danielle R. Bernstein, Bill Marion, Catherine M. Ricardo, G. Joy Teague, Lee Wittenberg:
Every seventh year: sabbatical opportunities (abstract). 376-377 - Henry MacKay Walker, Nancy Baxter, Robert D. Cupper, G. Michael Schneider:
The computer science major within a liberal arts environment (abstract). 378-379 - Michael C. Mulder, Gordon B. Davis, John T. Gorgone, David L. Feinstein, Doris K. Lidtke:
A proposed curriculum in information science (abstract). 380-381 - Scott B. Grissom, Bill Kubitz, Jack Bresenham, G. Scott Owen, Dino Schweitzer:
Approaches to teaching computer graphics (abstract). 382-383 - David Gries, Fred B. Schneider, Joan Krone, J. Stanley Warford, J. Peter Weston:
Teaching as a logic tool (abstract). 384-385 - Doug Baldwin, Jerry Mead, Keith Barker, Allen B. Tucker, Lynn Ziegler:
Visions of breadth in introductory computing curricula (abstract). 386-387 - Barry Burd, J. Glenn Brookshear, Rick Decker, Frances G. Gustavson, Mildred D. Lintner, Greg W. Scragg:
Revitalizing the computer science course for non-majors (abstract). 388-389 - Ron Classen, Larry Hughes, Elizabeth Leboffe, Wayne Smith:
Data communications in the undergraduate computer science curriculum (abstract). 390-391 - John Werth, John T. Gorgone, Gordon B. Davis, David L. Feinstein, Herbert E. Longenecker Jr., George M. Kasper:
Proposed joint ACM/DPMA/AIS undergraduate information systems degree curriculum model (abstract). 392-393 - Gerald L. Boerner, Carol Backer Stoker:
Creating self-paced courses for CS majors and non-majors. 394-395 - Gayle J. Yaverbaum, Eric W. Stein, Russell C. Kick, F. Stuart Wells:
Using multimedia technology: different approaches and controversial issues (panel). 396-397 - Henry MacKay Walker, H. Conrad Cunningham, Ruth Davis, Douglas R. Troeger:
Formal methods in the undergraduate computer science curriculum (abstract). 398-399 - Michael C. Mulder, Jane Chu Prey, Jimmie E. Haines, Doris K. Lidtke:
Collaborative learning in undergraduate information science education (abstract). 400-401 - Donald J. Bagert, Barbara Boucher Owens:
Organizing a team for the ACM programming contest (abstract). 402
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