SIGCSE 1989: Louisville, Kentucky, USA

Robert A. Barrett, Maynard J. Mansfield (Eds.): Proceedings of the 20st SIGCSE Technical Symposium on Computer Science Education, 1989, Louisville, Kentucky, USA, February 23-24, 1989. ACM 1989 BibTeX

Larry Brumbaugh:
An undergraduate course in applied data communications. 1-5
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Larry Hughes:
Low-cost networks and gateways for teaching data communications. 6-11
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Margaret M. Reek:
An undergraduate concentration in networking and distributed systems. 12-16
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Jacobo Carrasquel, Jim Roberts, John Pane:
The design tree: a visual approach to top-down design and data flow. 17-21
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Rex E. Gantenbein:
Programming as process: a "Novel" approach to teaching programming. 22-26
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Peter B. Henderson, Francisco J. Romero:
Teaching recursion as a problem-solving tool using standard ML. 27-31
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Janet Hartman:
Writing to learn and communicate in a data structures course. 32-36
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Laurie Honour Werth:
Preparing students for programming-in-the-large. 37-41
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Judith D. Wilson, Newcomb Greenleaf, Robert Trenary:
Algorithms and software: integrating theory and practice in the undergraduate computer science curriculum. 42-46
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Galen B. Crow:
Defining educational policy on software usage in the light of copyright law. 47-51
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Freeman L. Moore, James T. Streib:
Identifying the gaps between education and training. 52-55
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Robert E. Beck, Lillian N. Cassel, Richard H. Austing:
Computer science: a core discipline of liberal arts and sciences. 56-60
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Ashok Kumar, John Beidler:
Using generics modules to enhance the CS2 course. 61-65
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Joseph E. Lang, Robert K. Maruyama:
Teaching the abstract data type in CS2. 71-73
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Donald L. Jordan:
Integrating desktop publishing into a systems analysis and design course. 74-77
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Charles H. Mawhinney, David R. Callaghan, Edward G. Cale Jr.:
Modifying freshman perception of the CIS graduate's workstyle. 78-82
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Leslie J. Waguespack Jr.:
An IS1 workbench for ACM information system curriculum '81. 83-87
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Robert Leeper:
Progressive project assignments in computer courses. 88-92
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Ivan B. Liss, Thomas C. McMillan:
An example illustrating modularity, abstraction & information hiding using. 93-97
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Michael Britt:
APEX1, a library of dynamic programming examples. 98-102
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Michael M. Delaney:
Testing student micro computer skills through direct computer use. 103-107
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Linda M. Null, Johnny Wong:
A unified approach for multilevel database security based on inference engines. 108-111
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Kenneth A. Reek:
The TRY system -or- how to avoid testing student programs. 112-116
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Ernest C. Ackermann, William R. Pope:
Computer aided program design experiments: diagrammatic versus textual material. 117-121
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Barbee T. Mynatt, Laura M. Leventhal:
A CASE primer for computer science educators. 122-126
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James R. Sidbury, Richard M. Plishka, John Beidler:
CASE and the undergraduate curriculum. 127-130
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William Mitchell:
What is to become of programming? 131-135
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Dino Schweitzer, Scott C. Teel:
AIDE: an automated tool for teaching design in an introductory programming course. 136-140
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Leslie J. Waguespack Jr.:
Visual metaphors for teaching programming concepts. 141-145
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Raymond D. Gumb:
A first course in program verification and the semantics of programming languages. 146-150
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Linda M. Northrop:
Success with the project-intensive model for an undergraduate software engineering course. 151-155
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Patricia B. van Verth, Lynne Bakalik, Margaret Kilcoyne:
Use of the Cloze procedure in testing a model of complexity. 156-160
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Donald J. Bagert:
A core course in computer theory: design and implementation issues. 161-164
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Mark Smotherman:
Examining compiled code. 165-169
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Daniel C. Hyde:
A parallel processing course for undergraduates. 170-173
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Bob P. Weems:
Operations on sets of intervals - an exercise for data structures or algorithms. 174-176
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J. Paul Myers Jr.:
The new generation of computer literacy. 177-181
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James S. Collofello:
Teaching practical software maintenance skills in a software engineering course. 182-184
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Linda Rising:
Removing the emphasis on coding in a course on software engineering. 185-189
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David F. Haas, Leslie J. Waguespack Jr.:
Sizing assignments: a contribution from software engineering to computer science education. 190-194
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Harriet G. Taylor, Luegina C. Mounfield:
The effect of high school computer science, gender, and work on success in college computer science. 195-198
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James D. Kiper, Bill Rouse, Douglas Troy:
Inservice education of high school computer science teachers. 199-203
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Leonard A. Larsen:
Laying the foundations for computer science. 204-208
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Leon E. Winslow, Joseph E. Lang:
Ada in CS1. 209-212
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G. Scott Owen:
An Ada-based software engineering course. 213-216
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James L. Silver:
Concurrent programming in an upper level operating systems course. 217-221
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Charles M. Shub:
Performance experiments for the performance course. 222-225
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Joseph Hummel:
Xinu/WU: an improved PC-Xinu clone? 226-230
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Malcolm G. Lane, Anjan k. Ghosal:
MPX-PC: an operating system project for the PC. 231-235
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Kenneth A. Lambert:
A language-only course in LISP with PC scheme. 236-240
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Norman E. Sondak, Vernon K. Sondak:
Neural networks and artificial intelligence. 241-245
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Mark B. Wells, Barry L. Kurtz:
Teaching multiple programming paradigms: a proposal for a paradigm general pseudocode. 246-251
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Paul A. Luker:
Never mind the language, what about the paradigm? 252-256
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J. Wey Chen:
Toward an ideal competency-based computer science teacher certification program: the Delphi approach. 257-261
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Philip L. Miller:
A software rotation for professional teachers. 262-267
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Newcomb Greenleaf:
Algorithms and proofs: mathematics in the computing curriculum. 268-272
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William A. Marion:
Discrete mathematics for computer science majors - where are we? How do we proceed? 273-277
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Michael K. Mahoney:
Implementing a GKS-like graphics package on a microcomputer. 278-282
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G. Scott Owen:
Teaching introductory and advanced computer graphics using micro-computers. 283-287
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