SIGCSE 1991:
San Antonio,
Texas,
USA
Nell B. Dale (Ed.):
Proceedings of the 22nd SIGCSE Technical Symposium on Computer Science Education, 1991, San Antonio, Texas, USA, March 7-8, 1991.
ACM 1991, ISBN 0-89791-377-9 BibTeX
- August E. Sapega:
Introducing undergraduate engineering students to laboratory automation using high-level application programs.
1-5
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- James Robergé, Candice Suriano:
Embedding laboratories within the computer science curriculum.
6-10
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- Edward C. Epp:
An experimental computer science laboratory.
11-14
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- William A. Shay:
A software project for a data communication course.
15-20
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- Paul T. Tymann:
VNET: a tool for teaching computer networking to undergraduates.
21-24
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- Chris McDonald:
A network specification language and execution environment for undergraduate teaching.
25-34
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- Rockford J. Ross:
Experience with the DYNAMOD program animator.
35-42
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- Susan R. Wallace, F. Layne Wallace:
Two neural network programming assignments using arrays.
43-47
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- Elizabeth E. Katz, Hayden S. Porter:
HyperTalk as an overture to CS1.
48-54
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- Jane M. Fritz:
HyperCard applications for teaching information systems.
55-61
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- Mary J. Granger, Roger Alan Pick:
The impact of computer-aided software engineering on student performance.
62-72
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- Mark Temte:
Let's begin introducing the object-oriented paradigm.
73-77
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- David Arnow:
The Iliad and the WHILE loop: computer literacy in a liberal arts program.
78-81
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- Robert Geitz:
Algorithms and images: computer graphics as an introduction to science.
82-86
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- William J. Taffe:
Simulation and modelling with Stella: a general education course.
87-91
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- David Jackson:
A mini-course on concurrency.
92-96
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- Janet Hartman, Dean Sanders:
Teaching a course in parallel processing with limited resources.
97-101
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- Allan L. Fisher, Thomas R. Gross:
Teaching the programming of parallel computers.
102-107
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- Evan Golub, Moshe Augenstein:
Creation of a new case for LUPSort: ALTERNATING.
108-111
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- Owen L. Astrachan:
Pictures as invariants.
112-118
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- Tom Whaley:
A framework for program verification in the context of linked structures and pointer variables.
119-123
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- Vicki L. Almstrum:
The relationship between pre-college mathematics and the undergraduate computer science curricula.
124-129
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- Thomas J. Scott:
Mathematics and computer science at odds over real numbers.
130-139
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- Gary Haggard:
A project for data structures and algorithms.
140-145
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- Debra A. Lelewer, Cheng Ng:
An honors course in data compression.
146-150
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- Richard Johnsonbaugh, Martin Kalin:
A graph generation software package.
151-154
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- Dorian P. Yeager:
Teaching concurrency in the programming languages course.
155-161
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- Barry L. Kurtz:
Laboratory activities for studying the formal semantics of programming languages.
162-168
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- Barry L. Kurtz, Richard L. Oliver, Edward M. Collins:
The design, implementation, and use of DSTutor: a tutoring system for denotational semantics.
169-177
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- Ken Slonneger:
An exercise in denotational semantics.
178-183
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- Yuksel Uckan:
Integrating logic programming into a data base course: views as rules in deductive relational data bases.
184-191
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- Hossein Saiedian, Hassan Farhat:
A team-oriented, project-intensive database course.
192-198
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- Louis A. Foster, Norman L. Hughes:
Making files real with a virtual disk.
199-204
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- Linda H. Pesante:
Integrating writing into computer science courses.
205-209
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- James C. McKim, Timothy O. Martyn, Roger H. Brown, Michael M. Danchak, Kathleen L. Farrell, C. William Higginbotham, Irina Ilovic, Brian J. McCartin, J. Peter Matelski:
An alternative culminating experience for master's students in computer science.
210-218
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- Amos O. Olagunju:
The plight of a minority in computer science: an educational manifesto.
219-225
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- John Motil:
Begin-BIG an approach to the introductory computing course.
226-230
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- Suzanne Skublics, Paul White:
Teaching Smalltalk as a first programming language.
231-234
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- Gary H. Locklair:
The introductory computer science course.
235-239
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- Jane C. Hill, Andrew Wayne:
A CYK approach to parsing in parallel: a case study.
240-245
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- Ahmad Ghafarian:
An experimental approach to a course on parallel and distributed algorithms.
246-253
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- Robert M. Harlan:
Searching in parallel: a case study with the single-source shortest path algorithm.
254-259
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- John A. McCormick:
A laboratory for teaching the development of real-time software systems.
260-264
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- Carl Steidley:
Robotics: a closer look at microprocessor systems.
265-272
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- Wayne D. Smith:
The design of an inexpensive undergraduate data communications laboratory.
273-276
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- Frances K. Bailie:
Improving the modularization ability of novice programmers.
277-282
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- Ann E. Fleury:
Parameter passing: the rules the students construct.
283-286
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- Darrah Chavey, Beloit College:
A structured laboratory component for the introductory programming course.
287-295
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- Joseph M. Clifton:
An industry approach to the software engineering course.
296-299
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- James E. Tomayko:
Teaching software development in a studio environment.
300-303
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- C. William Higginbotham, Ralph Morelli:
A system for teaching concurrent programming.
309-316
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- Ted Mims, Andrzej Hoppe:
Utilizing a transputer laboratory and Occam2 in an undergraduate operating systems course.
317-323
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- John M. Jeffrey:
Using Petri nets to introduce operating system concepts.
324-329
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- Steve Cunningham:
User interface programming: a human-computer communication course for computer science.
330-336
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- James L. Silver:
Using Ada to specify and evaluate projects in a data structures course.
337-340
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- Greg W. Scragg:
Most computer organization courses are built upside down.
341-346
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- Dale Skrien, John Hosack:
A multilevel simulator at the register transfer level for use in an introductory machine organization class.
347-351
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- David Doss, Bill E. Swafford:
Networking non-network applications.
352-357
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- William J. Collins:
Estimating execution times: a laboratory exercise for CS2.
358-363
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- Gary A. Ford:
The SEI undergraduate curriculum in software engineering.
375-385
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Copyright © Sat May 16 23:38:10 2009
by Michael Ley (ley@uni-trier.de)
