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SIGCSE 2000: Austin, Texas, USA
- Lillian (Boots) Cassel, Nell B. Dale, Henry MacKay Walker, Susan M. Haller:
Proceedings of the 31st SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2000, Austin, Texas, USA, March 7-12, 2000. ACM 2000, ISBN 1-58113-213-1 - Michael Bedy, Steve Carr
, Xianglong Huang, Ching-Kuang Shene:
A visualization system for multithreaded programming. 1-5 - Ted Hung, Susan H. Rodger:
Increasing visualization and interaction in the automata theory course. 6-10 - Alan Kaplan, Denise Shoup:
CUPV - a visualization tool for generated parsers. 11-15 - Anany Levitin:
Design and analysis of algorithms reconsidered. 16-20 - Dung Zung Nguyen, Stephen B. Wong:
Design patterns for lazy evaluation. 21-25 - Dan Aharoni:
Cogito, Ergo sum! cognitive processes of students dealing with data structures. 26-30 - Matthew Merzbacher:
Teaching database management systems with Java. 31-35 - Mary Ann Robbert:
Enhancing the value of a project in the database course. 36-40 - Frederick N. Springsteel, Mary Ann Robbert, Catherine M. Ricardo:
The next decade of the database course: three decades speak to the next. 41-45 - Steve Cunningham:
Powers of 10: the case for changing the first course in computer graphics. 46-49 - Sylvia Sorkin, Barbara Mento, Donna Tupper, Kathleen Harmeyer:
Curriculum development in Internet and multimedia technology. 50-54 - Karel Lemmen, Fred Mulder, Wim Smit:
An innovative university program on management and ICT. 55-59 - Stephen J. Hartley:
"Alfonse, you have a message!". 60-64 - Joel C. Adams
Parallel computing to start the millennium. 65-69 - Chris McDonald, Kamran Kazemi:
Teaching parallel algorithm with process topologies. 70-74 - Duane Buck, David J. Stucki:
Design early considered harmful: graduated exposure to complexity and structure based on levels of cognitive development. 75-79 - Viera K. Proulx:
Programming patterns and design patterns in the introductory computer science course. 80-84 - Stuart Reges:
Conservatively radical Java in CS1. 85-89 - Rayford B. Vaughn:
Application of security tot he computing science classroom. 90-94 - Eric V. Siegel:
Iambic IBM AI: the palindrome discovery AI project. 95-99 - Clare Bates Congdon:
Machine learning in the liberal arts curriculum. 100-104 - Thomas J. Cheatham:
A Web-based lab manual for CS 1: an experiment. 105-108 - Thomas L. Naps, James Eagan, Laura L. Norton:
JHAVÉ - an environment to actively engage students in Web-based algorithm visualizations. 109-113 - Steven Robbins:
Remote logging in Java using Jeli: a facility to enhance development of accessible educational software. 114-118 - Mark Michael:
Fostering and assessing communication skills in the computer science context. 119-123 - Paula Gabbert, Kevin Treu:
Experiments with the use of popular press in the computer science curriculum. 124-128 - Martyn Clark:
Getting participation through discussion. 129-133 - Guido Rößling, Bernd Freisleben:
Experiences in using animations in introductory computer science lectures. 134-138 - Stina S. Bridgeman, Michael T. Goodrich, Stephen G. Kobourov
PILOT: an interactive tool for learning and grading. 139-143 - Alan D. Fekete, Judy Kay, Jeffrey H. Kingston, Kapila Wimalaratne:
Supporting reflection in introductory computer science. 144-148 - Tony Greening:
Pedagogically sound responses to economic rationalism. 149-156 - Ann E. Kelley Sobel:
Empirical results of a software engineering curriculum incorporating formal methods. 157-161 - Arturo I. Concepcion, Nathan Leach, Allan Knight:
Algorithm 99: an experiment in reusability & component based software engineering. 162-166 - Thomas B. Hilburn, Massood Towhidnejad:
Software quality: a curriculum postscript? 167-171 - Dawn Wilkins, Pamela B. Lawhead:
Evaluating individuals in team projects. 172-175 - Roy Andersson, Torgny Roxå:
Encouraging students in large classes. 176-179 - Scott L. Vandenberg, Michael Wollowski:
Introducing computer science using a breadth-first approach and functional programming. 180-184 - Richard Rasala:
Toolkits in first year computer science: a pedagogical imperative. 185-191 - Samuel A. Rebelsky, Clif Flynt:
Real-world program design in CS2: the roles of a large-scale, multi-group class project. 192-196 - Ann E. Fleury:
Programming in Java: student-constructed rules. 197-201 - David W. Reed, Craig S. Miller, Grant Braught:
Empirical investigation throughout the CS curriculum. 202-206 - David C. Gibbs:
The effect of a constructivist learning environment for field-dependent/independent students on achievement in introductory computer programming. 207-211 - A. T. Chamillard, Kim A. Braun:
Evaluating programming ability in an introductory computer science course. 212-216 - Kevin W. Bowyer:
Video resources for use in teaching ethics and computing. 217-221 - Pete Sanderson, Kenneth Vollmar:
A primer for applying service learning to computer science. 222-226 - Ian D. Sanders, Conrad Mueller:
A fundamentals-based curriculum for first year computer science. 227-231 - Herbert Tesser, Hisham Al-Haddad, Gary Anderson:
Instrumentation: a multi-science integrated sequence. 232-236 - Derek Rayside, Gerard T. Campbell:
Aristotle and object-oriented programming: why modern students need traditional logic. 237-244 - John Lewis:
Myths about object-orientation and its pedagogy. 245-249 - Yuzhen Ge, Jiangeng Sun:
E-commerce and computer science education. 250-255 - Brad Richards:
Bugs as features: teaching network protocols through debugging. 256-259 - Randolph M. Jones:
Design and implementation of computer games: a capstone course for undergraduate computer science education. 260-264 - Sharon M. Tuttle:
A capstone course for a computer information systems major. 265-269 - Steve Mosiman, Christoph Hiemcke:
Interdisciplinary capstone group project: designing autonomous race vehicles. 270-274 - Terry A. Countermine, Phil Pfeiffer:
Implementing an IT concentration in a CS department: content, rationale, and initial impact. 275-279 - Robert M. Aiken, Ned Kock, Munir Mandviwalla:
Fluency in information technology: a second course for non-CIS majors. 280-284 - David L. Spooner:
A Bachelor of Science in information technology: an interdisciplinary approach. 285-289 - Bruce S. Elenbogen, Bruce R. Maxim
Yet, more Web exercises for learning C++. 290-294 - Eric Roberts:
Strategies for encouraging individual achievement in introductory computer science courses. 295-299 - Stina S. Bridgeman, Michael T. Goodrich, Stephen G. Kobourov
SAIL: a system for generating, archiving, and retrieving specialized assignments using LATEX. 300-304 - Carlisle Eldwidge George:
EROSI - visualising recursion and discovering new errors. 305-309 - J. Ángel Velázquez-Iturbide:
Recursion in gradual steps (is recursion really that difficult?). 310-314 - Dalit Levy, Tami Lapidot:
Recursively speaking: analyzing students' discourse of recursive phenomena. 315-319 - John Dickinson:
Operating systems projects built on a simple hardware simulator. 320-324 - Sung-Eun Choi, E. Christopher Lewis:
A study of common pitfalls in simple multi-threaded programs. 325-329 - Steven Robbins:
Experimentation with bounded buffer synchronization. 330-334 - Jill Gerhardt-Powals, Matthew H. Powals:
Distance education: law attempts to catch up with technology (battle between copyright owners and academics). 335-342 - John Minor Ross:
Multimedia: from topic to course. 343-346 - Wendy Doube:
Distance teaching workloads. 347-351 - Scott M. Pike, Bruce W. Weide, Joseph E. Hollingsworth:
Checkmate: cornering C++ dynamic memory errors with checked pointers. 352-356 - Judith Bishop, Nigel Bishop
Object-orientation in Java for scientific programmers. 357-361 - Robert E. Noonan:
An object-oriented view of backtracking. 362-366 - Denise M. Woit, David V. Mason:
Enhancing student learning through on-line quizzes. 367-371 - Joe D. Chase, Edward G. Okie:
Combining cooperative learning and peer instruction in introductory computer science. 372-376 - Duane J. Jarc, Michael B. Feldman, Rachelle S. Heller:
Assessing the benefits of interactive prediction using Web-based algorithm animation courseware. 377-381 - T. Dean Hendrix, James H. Cross II, Saeed Maghsoodloo
Do visualizations improve program comprehensibility? experiments with control structure diagrams for Java. 382-386 - David C. Brown, Isabel F. Cruz, David Finkel, Robert E. Kinicki, Craig E. Wills:
Experiences with the Webware, interfaces and networking experimental laboratory. 387-391 - Kam Hou Vat:
Teaching Software Psychology: expanding the perspective. 392-396 - D. S. Tomer, Doug Baldwin, Carl H. Smith, Peter B. Henderson, Venu Vadisigi:
CS1 and CS2 (panel session): foundations of computer science and discrete mathematics. 397-398 - K. Todd Stevens, Joel E. Henry, Pamela B. Lawhead, John Lewis, Constance G. Bland, Mary Jane Peters:
Using large projects in a computer science curriculum (panel session). 399-400 - Daniel D. McCracken, Manuel A. Pérez-Quiñones
Experiences in starting computer engineering programs (panel session). 401-402 - Mary Ann Robbert, Ming Wang, Mário Guimarães, Martha E. Myers:
The database course (panel session): what must be taught. 403-404 - Sue Fitzgerald, Merry McDonald, Norbert J. Kubilus, Mark A. Fienup, Dian Lopez:
Student outcomes assessment (panel session): what works and what doesn't. 405-406 - Max Hailperin, David M. Arnow, Judith Bishop, Chester Lund, Lynn Andrea Stein:
Concurrency the first year (panel session): experience reports. 407-408 - Doris K. Lidtke, Willis K. King, John T. Gorgone, Gayle J. Yaverbaum:
Proposed information systems accreditation criteria (panel session). 409-410 - Eric Roberts, C. Fay Cover, Gerald L. Engel, Carl K. Chang, James H. Cross II, Russell L. Shackelford:
Curriculum 2001: Evaluating the Strawman Report Representatives of the ACM/IEEE-CS Task Force (Panel Session). 411-412 - Doris K. Lidtke, Lee Saperstein, Kenneth Martin, Della T. Bonnette:
What's new with ABET/CSAB integration (panel session). 413 - David G. Kay, Clare Bates Congdon, Sue Fitzgerald, Merle S. King, Pat Semmes:
Teaching advice and support for new and adjunct faculty (panel session): experiences, policies, and strategies. 414-415 - Owen L. Astrachan, Robert Cartwight, Richard Kick, Cay S. Horstmann, Fran Trees, Gail Chapman, David Gries, Henry MacKay Walker, Ursula Wolz:
Recommendations for changes in advanced placement computer science (panel session). 416 - Elliot B. Koffman, Dorothy Deremer, Chris McDonald, Loren Rhodes, S. Rebecca Thomas, A. Joe Turner, Curt M. White:
IT programs and CS departments (panel session). 417-418 - Angela B. Shiflet, Philip Holmes, Chuck Niederriter, Robert M. Panoff, Ernest Sibert:
Undergraduate computational science education (panel session). 419-420 - Louise E. Moses, Sally Fincher, James Caristi:
Teams work (panel session). 421-422 - Renée A. McCauley, Nell B. Dale, Thomas B. Hilburn, Susan A. Mengel, Branson W. Murrill:
The assimilation of software engineering into the undergraduate computer science curriculum (panel session). 423-424 - David G. Kay:
Intellectual property law basics for computer science instructors (seminar session). 425 - John A. N. Lee, Kevin W. Bowyer:
Future faculty development seminar in ethics, social impact and alternative teaching strategies (seminar session). 426 - Alyce Brady, Michael J. Clancy, Kathleen Larson:
Introduction to the marine biology case study (seminar session). 427 - C. Dianne Martin, Margaret M. Reek:
The National Science Foundation (seminar session): funding opportunities for CS faculty through the CCLI program. 428 - Michael Kölling, John Rosenberg:
Objects first with Java and BlueJ (seminar session). 429
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