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ORCIDSIGCSE 1997: San Jose, California, USA
- Curt M. White, Carl Erickson, Bruce J. Klein, James E. Miller:
Proceedings of the 28th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1997, San Jose, California, USA, February 27 - March 1, 1997. ACM 1997, ISBN 0-89791-889-4 - Laurie Honour Werth:
Getting started with computer ethics. 1-5 - Kay G. Schulze, Frances S. Grodzinsky:
Teaching ethical and social issues in CS1 and CS2. 6-9 - Jane Turk, Samuel J. Wiley:
Teaching social and ethical issues in the literacy course. 10-14 - Susan H. Rodger, Anna O. Bilska, Kenneth H. Leider, Cecilia Magdalena Procopiuc, Octavian Procopiuc, Jason R. Salemme, Edwin Tsang:
A collection of tools for making automata theory and formal languages come alive. 15-19 - T. Dean Hendrix, Larry A. Barowski, James H. Cross II:
A visual development environment for multi-lingual curricula. 20-24 - John T. Stasko:
Using student-built algorithm animations as learning aids. 25-29 - Harriet J. Fell, Viera K. Proulx:
Exploring Martian planetary images: C++ exercises for CS1. 30-34 - Richard Rasala:
Function objects, function templates, and passage by behavior in C++. 35-38 - Richard E. Pattis:
Teaching OOP in C++ using an artificial life framework. 39-43 - Thomas D. Wagner, Eugene K. Ressler:
A practical approach to reinforcing concepts in introductory operating systems. 44-47 - Murray W. Goldberg:
CALOS: first results from an experiment in computer-aided learning for operating systems. 48-52 - Mark A. Holliday:
System calls and interrupt vectors in an operating systems course. 53-57 - Allen S. Parrish, David Cordes, Cynthia Lester, Deanne Moore:
Assessing computer usage patterns in a software development course. 58-62 - Tony Greening:
Examining student learning of computer science. 63-66 - Harriet G. Taylor:
The evolution of standards for accrediting computer science teacher preparation programs. 67-71 - Richard Rasala:
A model C++ tree iterator class for binary search trees. 72-76 - John Rosenberg, Michael Kölling:
Testing object-oriented programs: making it simple. 77-81 - Adair Dingle:
The object-ownership model: a case study for inheritance and operator overloading. 82-86 - Curtis R. Cook:
CS0: computer science orientation course. 87-91 - Roy J. Daigle, Marino J. Niccolai:
Inter-class synergy by design. 92-95 - Ryan L. McFall, Gordon Stegink:
Introductory computer science for general education: laboratories, textbooks, and the Internet. 96-100 - Danielle R. Bernstein:
Computing, diversity and community: fostering the computing culture. 101-105 - Allan Fisher, Jane Margolis, Faye Miller:
Undergraduate women in computer science: experience, motivation and culture. 106-110 - Judy Brown, Peter Andreae, Robert Biddle, Ewan D. Tempero
:
Women in introductory computer science: experience at Victoria University of Wellington. 111-115 - Sub Ramakrishnan, B. Madhu Rao:
Classroom projects on database connectivity and the Web. 116-120 - Susan Darling Urban, Suzanne W. Dietrich:
Integrating the practical use of a database product into a theoretical curriculum. 121-125 - Suzanne W. Dietrich, Eric Eckert, Kevin Piscator:
WinRDBI: a Windows-based relational database educational tool. 126-130 - Simon Holland, Robert Griffiths, Mark Woodman:
Avoiding object misconceptions. 131-134 - Dale A. Schoenefeld:
Object-oriented design and programming: an Eiffel, C++, and Java course for C programmers. 135-139 - Nick Parlante:
Teaching with object oriented libraries. 140-144 - J. Denbigh Starkey, Ray S. Babcock, Anne S. DeFrance:
An accelerated introductory computer science course sequence for non-traditional Master's students. 145-149 - Laurie A. Smith King, John Barr:
Computer science for the artist. 150-153 - David L. Spooner, Michael M. Skolnick:
Science and engineering case studies in introductory computing courses for non-majors. 154-158 - John S. Mallozzi:
Binary trees á laSTL. 159-163 - Mark Allen Weiss:
Experiences teaching data structures with Java. 164-168 - Ricardo Jiménez-Peris, Cristóbal Pareja-Flores, Marta Patiño-Martínez, J. Ángel Velázquez-Iturbide:
The locker metaphor to teach dynamic memory. 169-173 - Douglas S. Reeves:
A course on multimedia technology for computer science and computer engineering students. 174-178 - Martin H. Levin:
A prototype for a data communications laboratory. 179-183 - Eyal Shifroni, David Ginat:
Simulation game for teaching communications protocols. 184-188 - Ronald Curtis:
A Web based configuration control system for team projects. 189-193 - Lúcio Cunha Tinoco, N. Dwight Barnette, Edward A. Fox:
Online evaluation in WWW-based courseware. 194-198 - Rockford J. Ross, Christopher M. Boroni, Frances W. Goosey, Michael T. Grinder, Paul Wissenbach:
WebLab! A universal and interactive teaching, learning, and laboratory environment for the World Wide Web. 199-203 - Goefrey Holmes, Tony C. Smith:
Adding some spice to CS1 curricula. 204-208 - Henry MacKay Walker:
Collaborative learning: a case study for CS1 at Grinnell College and Austin. 209-213 - Roy P. Pargas, Joe C. Lundy, John N. Underwood:
Tournament play in CS1. 214-218 - Chris McDonald, Kamran Kazemi:
Improving the PVM teaching environment. 219-223 - Helmar Burkhart:
Parallel programming using public domain software. 224-228 - Eric Dillon, Carlos Gamboa Dos Santos, Jacques Guyard:
Teaching an engineering approach for network computing. 229-232 - Owen L. Astrachan, Robert F. Smith, James T. Wilkes:
Application-based modules using apprentice learning for CS 2. 233-237 - Joseph L. Zachary:
The gestalt of scientific programming: problem, model, method, implementation, assessment. 238-242 - David Jackson, Andrew Fovargue:
The use of animation to explain genetic algorithms. 243-247 - Marta Patiño-Martínez, J. Ignacio Castelló-Gómez, Ricardo Jiménez-Peris:
AnLex and AnSin: a compiler generator system for beginners. 248-252 - Christopher T. Haynes:
Compiling: a high-level introduction using Scheme. 253-257 - Max Hailperin:
Introducing fixed-point iteration early in a compiler course. 258-261 - Ben A. Calloni, Donald J. Bagert, H. Paul Haiduk:
Iconic programming proves effective for teaching the first year programming sequence. 262-266 - Mike Livesey:
STAMPS: a state-machine based processor simulator. 267-271 - Paul J. Ashton:
Using interaction networks for visualisation of message passing. 272-276 - Thomas B. Hilburn, Massood Towhidnejad:
Doing quality work: the role of software process definition in the computer science curriculum. 277-281 - Hisham Haddad, Herbert Tesser, Steven P. Wartik:
Megaprogramming education. 282-286 - Michael J. Lutz, J. Fernando Naveda:
The road less traveled: a baccalaureate degree in software engineering. 287-291 - Frances S. Grodzinsky:
Computer access for students with disabilities: an adaptive technology laboratory. 292-295 - Phil Pfeiffer, Matt Heintzelman:
Machines, statues, and people: strategies for promoting RSI awareness in computing curricula. 296-300 - Renée A. McCauley, Bill Z. Manaris:
Report on the annual survey of departments offering CSAC/CSAB-accredited computer science degree programs. 301-305 - Mark J. Sebern:
Iterative development and commercial tools in an undergraduate software engineering course. 306-309 - Martin L. Barrett:
Simulating requirements gathering. 310-314 - Bohdan Nebash, Michael B. Feldman:
Using HTML linking to help novice programmers to reuse components. 315-319 - James Robergé, C. Robert Carlson:
Broadening the computer science curriculum. 320-324 - Judith L. Gersting, Frank H. Young:
Context + experiences = curriculum. 325-329 - Anders Berglund, Mats Daniels:
Improving education quality, a full scale study. 330-334 - David Jackson, Michelle M. Usher:
Grading student programs using ASSYST. 335-339 - Deborah Knox:
On-line publication of CS laboratories. 340-344 - Mark Woodman, Robert Griffiths, Simon Holland, Andrew Law:
The object shop - Using CD-ROM multimedia to introduce object concepts. 345-349 - Kathleen A. Williams:
Educating the next generation of information specialists: industry and university collaborative learning pilot project. 350-354 - Michael C. Mulder, Doris K. Lidtke, Gordon E. Stokes:
Enterprise enhanced education: an information technology enabled extension of traditional learning environments. 355-359 - Ursula Jackson, Bill Z. Manaris, Renée A. McCauley:
Strategies for effective integration of software engineering concepts and techniques into the undergraduate computer science curriculum. 360-364 - Kamyar Dezhgosha, Ted Mims, Richard Wasniowski, Frances S. Grodzinsky, Lawrence J. Osborne, Dean Sanders, Herbert L. Dershem:
Computer networks and data communications (panel): a laboratory focus. 365-366 - Robert D. Cupper, Rhonda Eller-Meshreki, Gerald N. Pitts:
Undergraduate research - welcome to the 21st century. 367-368 - Keith Barker, Judith Gal-Ezer, Pamela B. Lawhead, Kurt Maly, James E. Miller, Pete Thomas, Elizabeth S. Adams:
Distance education (panel): promise and reality. 369-370 - Peter Wegner, Eric Roberts, Roy Rada, Allen B. Tucker:
Strategic directions in computer science education (panel). 371-372 - David W. Cordes, Bruce J. Klein, Renée A. McCauley, Linda M. Null, Craig E. Wills, Dorothy Deremer:
Application of peer learning to the introductory computer science curriculum (panel). 373-374 - Michael J. Clancy, Ed Dubinsky, Richard A. Duggan, Marian Petre, Vicki L. Almstrum, Mickey McDonald:
Getting started in CS education research (panel). 375-376 - Philip Miller, Kris Stewart, Klaus Sutner, Joseph L. Zachary:
Exploiting computer algebra systems in computer science courses (panel). 377-378 - William Joseph Adams, Edward A. Fox, Gloria Melara Vides, Rachelle S. Heller:
Defining multimedia courses within a computer science education (panel). 379-380 - J. Daniel Couger, Gordon B. Davis, David L. Feinstein, John T. Gorgone, Herbert E. Longenecker Jr.:
I.S. '97 (panel): a report and panel discussion of the joint ACM/AIS/DPMA information systems curriculum for four year undergraduate programs. 381-382 - Richard A. Howard, Lisa C. Kaczmarczyk, Frederick N. Springsteel, Nell B. Dale:
Learning style models and computer science education (panel). 383 - Elisabeth Freeman, Susanne Hupfer, Catherine Lang, Ralph Morelli, Domenick J. Pinto, Frances L. Van Scoy, Sandra Honda Adams:
Gender imbalance in computer science programs, etiology and amelioration (panel): views for U.S. campuses and elsewhere. 384-385 - Jacobo Carrasquel, Michael J. Clancy, Eric Roberts, Joseph L. Zachary, David G. Kay:
Managing large introductory courses (panel). 386-387 - Wayne Spies, Lee Wittenberg, Robert Workman, Baarry Burd:
Visual programming tools in the C.S. curriculum (panel). 388-389 - Janet L. Kourik:
Developing critical skills in technical courses (seminar). 390 - Joseph L. Zachary:
A comprehensive approach to teaching programming to science and engineering majors (seminar). 391 - Fintan Culwin:
Java in the C.S. curriculum (seminar). 392 - J. Philip East, Eugene Wallingford:
Pattern-based programming in initial instruction (seminar). 393 - Hossein Saiedian:
Developing formal specifications via Z (workshop). 396
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