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SIGCSE 1996: Philadelphia, Pennsylvania, USA
- John Impagliazzo, Elizabeth S. Adams, Karl J. Klee:
Proceedings of the 27th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1996, Philadelphia, Pennsylvania, USA, February 15-17, 1996. ACM 1996, ISBN 0-89791-757-X - Darrah Chavey:
Songs and the analysis of algorithms. 4-8 - Richard T. Denman:
Derivation of recursive algorithms for CS2. 9-13 - Bruce S. Elenborgen:
Parallel and distributed algorithms: laboratory assignments in Joyce/Linda. 14-18 - James H. Cross II, Thomas M. Phillips:
Successfully integrating traditional and object-oriented approaches with Ada 95. 19-23 - Kenneth A. Reek:
Teaching inheritance versus inclusion to first year computer science students. 24-26 - Eugene Wallingford:
Toward a first course based on object-oriented patterns. 27-31 - Mei-Ling L. Liu, Lori Blanc:
On the retention of female computer science students. 32-36 - Marian Gunsher Sackrowitz, Ann Parker Parelius:
An unlevel playing field: women in the introductory computer science courses. 37-41 - Gloria Childress Townsend:
Viewing video-taped role models improves female attitudes toward computer science. 42-46 - Arturo I. Concepcion, David R. Millican:
Developing the VLSI laboratory for the computer architecture course. 47-52 - Brenda C. Parker, Peter G. Drexel:
A system-based sequence of closed labs for computer systems organization. 53-57 - R. Mark Meyer:
CANLOGS: a logic gate simulator for all seasons. 58-62 - Christopher Connelly, Alan W. Biermann, David M. Pennock, Peter Wu:
Home-study software: flexible, interactive, and distributed software for independent study. 63-67 - Raymond P. Kirsch:
Teaching OLE automation: a problem-based learning approach. 68-72 - Tanya Jane McGill, Valerie Hobbs:
A supplementary package for distance education students studying introductory programming. 73-77 - Joel C. Adams
:
Object-centered design: a five-phase introduction to object-oriented programming in CS1-2. 78-82 - Michael Kölling, John Rosenberg:
An object-oriented program development environment for the first programming course. 83-87 - Mark Woodman, Gordon Davies, Simon Holland
The joy of software - starting with objects. 88-92 - Alan D. Fekete:
Preparation for research: instruction in interpreting and evaluating research. 93-97 - Kay G. Schulze, Frances S. Grodzinsky:
Teaching ethical issues in computer science: what worked and what didn't. 98-101 - Mats Daniels
Teaching computer science: experience from four continents. 102-106 - Sally Jo Cunningham:
Internet-accessible information retrieval tools for advanced DB/IR courses. 107-111 - Suzanne W. Dietrich, Susan Darling Urban:
Database theory in practice: learning from cooperative group projects. 112-116 - Don Goelman:
The INGRES Tutorial as a tool in teaching database theory (or, I can't believe it's not training). 117-119 - Linda M. Null:
Applying TQM in the computer science classroom. 120-124 - Kenneth A. Reek:
A software infrastructure to support introductory computer science courses. 125-129 - Michael J. Wise
YAP3: improved detection of similarities in computer program and other texts. 130-134 - Christopher M. Boroni, Torlief J. Eneboe, Frances W. Goosey, Jason A. Ross, Rockford J. Ross:
Dancing with DynaLab: endearing the science of computing to students. 135-139 - Clifford A. Shaffer, Lenwood S. Heath, Jun Yang:
Using the Swan data structure visualization system for computer science education. 140-144 - Laszlo Szuecs:
Creating Windows applications using Borland's OWL classes. 145-149 - Thomas B. Hilburn:
Inspections of formal specifications. 150-154 - Henry McLoughlin, Kevin Hely:
Teaching formal programming to first year computer science students. 155-159 - Rhys Price Jones, Fritz Ruehr, Richard M. Salter:
Web-based laboratories in the introductory curriculum enhance formal methods. 160-164 - Toby S. Berk:
A simple student environment for lightweight process concurrent programming under SunOs. 165-169 - William L. Bynum, Tracy Camp:
After you, Alfonse: a mutual exclusion toolkit. 170-174 - Murray W. Goldberg:
CALOS: an experiment with computer-aided learning for operating systems. 175-179 - Mordechai Ben-Ari:
Using inheritance to implement concurrency. 180-184 - A. Michael Berman, Robert C. Duvall:
Thinking about binary trees in an object-oriented world. 185-189 - Michael Kölling, John Rosenberg:
Blue - language for teaching object-oriented programming. 190-194 - Curtis A. Carver, Richard A. Howard, William D. Lane:
A methodology for active, student-controlled learning: motivating our weakest students. 195-199 - James D. Kiper, Valerie V. Cross, Diane Delisio, Ann E. Kelley Sobel, Douglas Troy:
Perspectives on assessment through teaching portfolios in computer science. 200-203 - Harriet J. Fell, Viera K. Proulx, John Casey:
Writing across the computer science curriculum. 204-209 - Massood Towhidnejad, James R. Aman:
Software engineering emphasis in advanced courses. 210-213 - Mary Lou Dorf, Gerald R. Heuring:
Nightmare on Westwood Avenue: product development laboratory: success, failure, both, neither??? 214-216 - Robert Biddle, Ewan D. Tempero
Explaining inheritance: a code reusability perspective. 217-221 - Doug Baldwin:
Discovery learning in computer science. 222-226 - Richard A. Howard, Curtis A. Carver, William D. Lane:
Felder's learning styles, Bloom's taxonomy, and the Kolb learning cycle: tying it all together in the CS2 course. 227-231 - Tim DeClue:
Object-orientation and the principles of learning theory: a new look at problems and benefits. 232-236 - Roy J. Daigle, Michael V. Doran, John Harold Pardue:
Integrating collaborative problem solving throughout the curriculum. 237-241 - Renée A. McCauley, Ursula Jackson, Bill Z. Manaris:
Documentation standards in the undergraduate computer science curriculum. 242-246 - Charles Reynolds, Christopher J. Fox:
Requirements for a computer science curriculum emphasizing information technology: subject area curriculum issues. 247-251 - Richard F. Gilberg, Behrouz A. Forouzan:
Comparison of student success in Pascal and C-language curriculums. 252-255 - David Ginat:
Efficiency of algorithms for programming beginners. 256-260 - Adam Brooks Webber:
The Pascal Trainer. 261-265 - David H. Hutchens, Elizabeth E. Katz:
Using iterative enhancement in undergraduate software engineering courses. 266-270 - Ann E. Kelley Sobel:
Experience integrating a formal method into a software engineering course. 271-274 - Val E. Veraart, Sidney L. Wright:
Supporting software engineering education with a local Web site. 275-279 - Tomohiro Nishida, Akinori Saitoh, Yoshihiro Tsujino, Nobuki Tokura:
Lecture supporting system by using e-mail and WWW. 280-284 - John T. Paxton:
Webucation: using the Web as a classroom tool. 285-289 - David Carlson, Mark Guzdial
WWW interactive learning environments for computer science education. 290-294 - Alan D. Fekete, Tony Greening:
Designing closed laboratories for a computer science course. 295-299 - Stephen N. Freund, Eric S. Roberts:
Thetis: an ANSI C programming environment designed for introductory use. 300-304 - Thomas L. Naps, Jeremy Stenglein:
Tools for visual exploration of scope and parameter passing in a programming languages course. 305-309 - Catherine C. Bareiss:
A semester project for CS1. 310-314 - Martin L. Barrett:
Emphasizing design in CS1. 315-318 - Todd J. Feldman, Julie Zelenski:
The quest for excellence in designing CS1/CS2 assignments. 319-323 - Anthony C. L. Barnard, Barrett R. Bryant, Warren T. Jones, Kevin D. Reilly:
A computer science undergraduate specialization in telecommunications and computer networking. 324-328 - Terry Grygiel, Aaron Myers, Greg Arnold, William Breen:
Protocols and network architecture: a first course in data communications and computer networks. 329-332 - Chris McDonald:
User-level distributed file systems projects. 333-337 - Susan S. Brilliant, Timothy R. Wiseman:
The first programming paradigm and language dilemma. 338-342 - Chuck Leska, John Barr, Laurie A. Smith King:
Multiple paradigms in CS I. 343-347 - Amruth N. Kumar
Fork diagrams for teaching selection in CS I. 348-352 - Carl Erickson:
The EOS laboratory environment for a course in operating systems. 353-357 - David A. Goldman, Richard R. Eckert, Maxine S. Cohen:
Three-dimensional computation visualization for computer graphics rendering algorithms. 358-362 - Harry F. Smith, Patrick Plusnick, Mark E. Sarojak, William Seitz:
Image processing as an exemplar of parallelism applied to graphics. 363-367 - Sue Fitzgerald, Mary Lou Hines:
The computer science fair: an alternative to the computer programming contest. 368-372 - Susan H. Rodger, Ellen Lowenfeld Walker:
Activities to attract high school girls to computer science. 373-377 - Martina Schollmeyer:
Computer programming in high school vs. college. 378-382
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