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SIGCSE 1998: Atlanta, Georgia, USA
- John Lewis, Jane Prey, Daniel Joyce, John Impagliazzo:
Proceedings of the 29th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1998, Atlanta, Georgia, USA, February 26 - March 1, 1998. ACM 1998, ISBN 0-89791-994-7 - Mathew J. Palakal, Frederick W. Myers, Carla L. Boyd:
An interactive learning environment for breadth-first computing science curriculum. 1-5 - David Reed:
Incorporating problem-solving patterns in CS1. 6-9 - Joel C. Adams
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Chance-It: an object-oriented capstone project for CS-1. 10-14 - Renée A. McCauley, Bill Z. Manaris:
Computer science degree programs: what do they look like? A report on the annual survey of accredited programs. 15-19 - Bill Toll:
The distributed course - a curriculum design paradigm. 20-24 - Robert D. Cupper:
Computer science: a proposed alternative track - applied computing. 25-29 - Arturo I. Concepcion:
Using an object-oriented software life-cycle model in the software engineering course. 30-34 - Adair Dingle, David A. Umphress, Russ Moul:
Explication of object-oriented databases: a software engineering perspective. 35-39 - E. E. Villarreal, Dennis Butler:
Giving computer science students real-world experience. 40-44 - Seth Bergmann:
Using inheritance for computing with physical quantities: an interdisciplinary project. 45-47 - Viera K. Proulx:
Traffic simulation: a case study for teaching object oriented design. 48-52 - Herbert L. Dershem, James Vanderhyde:
Java class visualization for teaching object-oriented concepts. 53-57 - Gloria Childress Townsend:
Turning liabilities into assets in a general education course. 58-62 - Daniel Joyce:
The computer as a problem solving tool: a unifying view for a non-majors course. 63-67 - Chaya Gurwitz:
The Internet as a motivating theme in a math/computer core course for nonmajors. 68-72 - Susan M. Haller, Timothy V. Fossum:
Retaining women in CS with accessible role models. 73-76 - William Haliburton, Mack Thweatt, Nancy J. Wahl:
Gender differences in personality components of computer science students: a test of Holland's congruence hypothesis. 77-81 - Greg W. Scragg, Jesse Smith:
A study of barriers to women in undergraduate computer science. 82-86 - Lewis Barnett, Joseph F. Kent, Justin Casp, David Green:
Design and implementation of an interactive tutorial framework. 87-91 - David Cole, Roger L. Wainwright, Dale A. Schoenefeld:
Using Java to develop Web based tutorials. 92-96 - Yuan Zhao, John L. Lowther, Ching-Kuang Shene:
A tool for teaching curve design. 97-101 - Bob Barr, Sung K. Yoo, Thomas J. Cheatham:
Network monitoring system design. 102-106 - Billy B. L. Lim:
Teaching Web development technologies in CS/IS curricula. 107-111 - Linda B. Lankewicz:
Resources for teaching computer networks. 112-116 - David G. Kay:
Computer scientists can teach writing: an upper division course for computer science majors. 117-120 - Wing Ning Li:
Towards a hierarchical design and integration of programming projects. 121-125 - Urban Nuldén:
The ExCon project: advocating continuous examination. 126-130 - David G. Kay:
Large introductory computer science classes: strategies for effective course management. 131-134 - Mark J. Canup, Russell L. Shackelford:
Using software to solve problems in large computing courses. 135-139 - David V. Mason, Denise M. Woit:
Integrating technology into computer science examinations. 140-144 - Christopher M. Boroni, Frances W. Goosey, Michael T. Grinder, Rockford J. Ross:
A paradigm shift! The Internet, the Web, browsers, Java and the future of computer science education. 145-152 - Owen L. Astrachan, W. Garrett Mitchener, Geoffrey Berry, Landon P. Cox:
Design patterns: an essential component of CS curricula. 153-160 - Janet M. Drake:
Class to survey application programming topics. 161-165 - Guy Tremblay:
An undergraduate course in formal methods: "description is our business". 166-170 - Daniel W. Nachbar:
Bringing real-world software development into the classroom: a proposed role for public software in computer science education. 171-175 - Rebecca T. Mercuri, Nira Herrmann, Jeffrey L. Popyack:
Using HTML and JavaScript in introductory programming courses. 176-180 - Donald H. Beil, Donna Lange, Elissa Olsen, Anthony Spiecker:
Incoming freshmen build their own PCs. 181-184 - Uta Ziegler:
Extending an iterator model for binary trees to backtracking problems. 185-189 - Christine Shannon:
LongNbrs and palindromes: an interesting application of a class. 190-193 - Judy Kay, Bob Kummerfeld:
A problem-based interface design and programming course. 194-197 - Matthew C. Clarke
Teaching the empirical approach to designing human-computer interaction via an experiential group project. 198-201 - Francesc J. Ferri, Jesús V. Albert:
Average-case analysis in an elementary course on algorithms. 202-206 - Michael T. Goodrich
Teaching the analysis of algorithms with visual proofs. 207-211 - Barry L. Kurtz, Chinhyun Kim, Jamal R. Alsabbagh:
Parallel computing in the undergraduate curriculum. 212-216 - José C. Cunha, João Lourenço:
An integrated course on parallel and distributed processing. 217-221 - Herbert L. Dershem, Peter Brummund:
Tools for Web-based sorting animation. 222-226 - Mary Anne L. Egan, Mukkai S. Krishnamoorthy, K. Rajan:
FCLUST: a visualization tool for fuzzy clustering. 227-231 - Sami Khuri, Yanti Sugono:
Animating parsing algorithms. 232-236 - Barry L. Kurtz, Hong Cai, Chris Plock, Xijia Chen:
A concurrency simulator designed for sophomore-level instruction. 237-241 - Ching-Kuang Shene:
Multithreaded programming in an introduction to operating systems course. 242-246 - Stephen J. Hartley:
"Alfonse, your Java is ready!". 247-251 - Timothy J. Long, Bruce W. Weide, Paolo Bucci, David S. Gibson, Joseph E. Hollingsworth, Murali Sitaraman, Stephen H. Edwards:
Providing intellectual focus to CS1/CS2. 252-256 - Mordechai Ben-Ari:
Constructivism in computer science education. 257-261 - Jeff Matocha, Tracy Camp, Ralph Hooper:
Extended analogy: an alternative lecture method. 262-266 - Willard C. Pierson, Susan H. Rodger:
Web-based animation of data structures using JAWAA. 267-271 - Raghvinder S. Sangwan, James F. Korsh, Paul LaFollette:
A system for program visualization in the classroom. 272-276 - Thomas L. Naps, Eric Bressler:
A multi-windowed environment for simultaneous visualization of related algorithms on the World Wide Web. 277-281 - Bunny J. Tjaden:
Do lab modules in CS actually help students?: an empirical study. 282-286 - Brian Toothman, Russell L. Shackelford:
The effects of partially-individualized assignments on subsequent student performance. 287-291 - Cheng-Chih Wu, Nell B. Dale, Lowell J. Bethel:
Conceptual models and cognitive learning styles in teaching recursion. 292-296 - Sohail Aslam:
WEB-based query processing in a database course project. 297-301 - Andrew Yang, James Linn, David Quadrato:
Developing integrated Web and database applications using JAVA applets and JDBC drivers. 302-306 - Antonija Mitrovic:
Learning SQL with a computerized tutor. 307-311 - Gary Lewandowski, Amy Morehead:
Computer science through the eyes of dead monkeys: learning styles and interaction in CS I. 312-316 - Owen L. Astrachan, Susan H. Rodger:
Animation, visualization, and interaction in CS 1 assignments. 317-321 - Lily Hou, James E. Tomayko:
Applying the personal software process in CS1: an experiment. 322-325 - Harriet J. Fell, Viera K. Proulx, Richard Rasala:
Scaling: a design pattern in introductory computer science courses. 326-330 - Natasha Gelfand, Michael T. Goodrich, Roberto Tamassia:
Teaching data structure design patterns. 331-335 - Dung Nguyen:
Design patterns for data structures. 336-340 - Deepak Kumar, Lisa Meeden:
A robot laboratory for teaching artificial intelligence. 341-344 - Lynne E. Hall, Adrian Gordon:
A virtual learning environment for entity relationship modelling. 345-349 - Christopher T. Haynes:
Experience with an analytic approach to teaching programming languages. 350-354 - Don Goelman, Roberta Evans Sabin, Marty J. Wolf, Peter J. Knoke, Mike Murphy:
The terminal Master's degree (panel): does it need to be cured? 355-356 - Daniel D. McCracken, A. Michael Berman, Ursula Wolz, Owen L. Astrachan, Nell B. Dale:
Possible futures for CS2 (panel). 357-358 - John Impagliazzo, Mark Mandelbaum, Robert M. Aiken, James E. Miller:
Refereed papers, the digital library, and the future of the SIGCSE bulletin (panel). 359-360 - Martin Dickey, Frank L. Friedman, Max Hailperin, Bill Z. Manaris, Ursula Wolz:
Accommodating diversity of academic preparation in CS1 (panel). 361-362 - Lawrence G. Jones, Keith Barker, Susan E. Conry, Doris K. Lidtke:
Computer science accreditation (panel): current status and future directions. 363-364 - D. S. Tomer, Doug Baldwin, Christopher J. Fox:
Integration of mathematical topics in CS1 and CS2 (panel). 365 - Sharon N. Vest, Robert Biddle, Christina Björkman, Linda M. Null, Eric Roberts, Greg W. Scragg:
The retention of women in the computing sciences (panel). 366-367 - Henry MacKay Walker, Laura Baker, Gail Chapman, Kathleen Larson, Joe Kmoch:
SIGCSE panel: approaches for encouraging high school/college faculty interaction (panel). 368-369 - Hal Hart, James Caristi, Robert Dewar, Mark S. Gerhardt, J. A. Drew Hamilton Jr., Christopher Haynes, Samuel A. Rebelsky:
The future of programming - are fundamental changes in computer science programs coming? (panel). 370-371 - Mark Stehlik, Sarah Fix, Susan H. Rodger, Chris Nevison, Mark Allen Weiss:
Advanced placement transition to C++ (panel). 372 - Karl J. Klee, Joyce Currie Little, John Lawlor, Pamela Matthiesen, T. S. Pennington, Josephine Freedman, Karen Richards:
Associate-level programs for preparation of computer support personnel (panel). 373 - David G. Kay, Jacobo Carrasquel, Michael J. Clancy, Eric Roberts, Joseph L. Zachary:
Large introductory courses in research computer science departments (panel). 374-375 - Kim B. Bruce, Phokion G. Kolaitis, Daniel Leivant, Moshe Y. Vardi:
Panel: logic in the computer science curriculum. 376-377 - Bill Marion, Keith Vander Linden, Roberta Evans Sabin, Judy Cushing, Penny Anderson:
Integrating recent research results into undergraduate curricula (panel): initial steps. 378-379 - Doris K. Lidtke, Michael C. Mulder:
Information centric curriculum (ISC'98) (panel). 380 - Lillian N. Cassel:
Funding opportunities at the National Science Foundation Division of Undergraduate Education (NSF DUE) (seminar). 381 - Janet L. Kourik:
A practical approach to internationalizing information systems & computer science courses (seminar). 382 - Owen L. Astrachan:
Using classes early, an object-based approach to using C++ in introductory courses (seminar). 383 - Samuel A. Rebelsky:
Designing and building course webs with site-level authoring tools (seminar). 384
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