SIGCSE 1995:
Nashville,
Tennessee,
USA
Cary Laxer, Curt M. White, James E. Miller, Judith L. Gersting (Eds.):
Proceedings of the 26th SIGCSE Technical Symposium on Computer Science Education, 1995, Nashville, Tennessee, USA, March 2-4, 1995.
ACM 1995, ISBN 0-89791-693-X BibTeX
- Owen L. Astrachan, David Reed:
AAA and CS 1: the applied apprenticeship approach to CS 1.
1-5
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- Margaret M. Reek:
A top-down approach to teaching programming.
6-9
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- Mary Veronica Kolesar, Vicki H. Allan:
Teaching computer science concepts and problem solving with a spreadsheet.
10-13
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- Yonglei Tao:
Using expert systems to understand object-oriented behavior.
14-18
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- Richard J. Reid:
Object-oriented simulation of computer architectures using C++.
19-23
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- Mark R. Headington:
Removing implementation details from C++ class declarations.
24-28
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- Michael R. Birch, Christopher M. Boroni, Frances W. Goosey, Samuel D. Patton, David K. Poole, Craig M. Pratt, Rockford J. Ross:
DYNALAB: a dynamic computer science laboratory infrastructure featuring program animation (abstract).
29-33
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- John K. Estell, Thomas A. Owen:
Experiencing the codesign process: Microcomputer Systems II laboratory.
34-38
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- William E. Toll:
Socket programming in the data communications laboratory.
39-43
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- Norman Cohen, Wanda Dann:
Using an internal internship to enhance computer science education in a two-year college.
44-47
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- Eric Roberts, John Lilly, Bryan Rollins:
Using undergraduates as teaching assistants in introductory programming courses: an update on the Stanford experience.
48-52
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- David G. Kay:
Training computer science teaching assistants: a seminar for new TAs.
53-55
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- Y. Daniel Liang:
Teaching dynamic programming techniques using permutation graphs.
56-60
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- Ali A. Kooshesh:
Solving a problem using cooperating data structures.
61-65
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- Chaya Gurwitz:
Achieving a uniform interface for binary tree implementations.
66-70
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- Lan Jin, Lan Yang:
A laboratory for teaching parallel computing on parallel structures.
71-75
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- David Kotz:
A data-parallel programming library for education (DAPPLE).
76-81
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- David M. Arnow:
XDP: a simple library for teaching a distributed programming module.
82-86
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- Michael B. O'Neal, Barry L. Kurtz:
Watson: a modular software environment for introductory computer science education.
87-91
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- Brenda C. Parker, John D. McGregor:
A goal-oriented approach to laboratory development and implementation.
92-96
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- Barry L. Kurtz, Unmesh S. Mayekar, Michael B. O'Neal:
Design and implementation of a generalized problem solving assistant for algorithm development.
97-101
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- Scott D. Studer, James Taylor, Ken Macie:
Youngster: a simplified introduction to computing: removing the details so that a child may program.
102-105
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- Margaret Anne Pierce, John W. Henry:
Computer-related judgements of computer professionals and students.
106-110
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- Richard Gary Epstein:
Latest developments in the "killer robot" computer ethics scenario.
111-115
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- Donald J. Bagert, William M. Marcy, Ben A. Calloni:
A successful five-year experiment with a breadth-first introductory course.
116-120
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- Jan L. Harrington, Helen M. Hayes:
A joint first year program for computer science and information systems.
121-125
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- Iraj Hirmanpour, Thomas B. Hilburn, Andrew J. Kornecki:
A domain centered curriculum: an alternative approach to computing education.
126-130
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- Lan Yang, Lan Jin:
Integrating parallel algorithm design with parallel machine models.
131-135
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- William E. Toll:
Decision points in the introduction of parallel processing into the undergraduate curriculum.
136-140
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- Robert M. Harlan, Joseph G. Akulis:
Parallel threads: parallel computation labs for CS 3 and CS 4.
141-145
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- Alfredo de J. Perez-Davila:
O.S. bridge between academia and reality.
146-148
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- Selmer Moen:
A low-tech introduction to operating systems.
149-153
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- Tracy Camp, Glen Oberhauser:
Microkernels: a submodule for a traditional operating systems course.
154-158
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- John Barr, Laurie A. Smith King:
An environment for interpreter-based programming language projects.
159-162
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- Eric S. Roberts:
A C-based graphics library for CS1.
163-167
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- Tom Schorsch:
CAP: an automated self-assessment tool to check Pascal programs for syntax, logic and style errors.
168-172
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- Michael Kölling, Bett Koch, John Rosenberg:
Requirements for a first year object-oriented teaching language.
173-177
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- Mary Jane Willshire:
Old dogs, new tricks.
178-181
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- Mark Guzdial:
Centralized mindset: a student problem with object-oriented programming.
182-185
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- Dino Schweitzer, Tom Appolloni:
Integrating introductory courses in computer graphics and animation.
186-190
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- Lee H. Tichenor:
Inexpensive advanced graphics applications for the C.S. majors graphics class.
191-194
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- Andrew Sears, Rosalee Wolfe:
Visual analysis: adding breadth to a computer graphics course.
195-198
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- Nira Herrmann, Jeffrey L. Popyack:
Creating an authentic learning experience in introductory programming courses.
199-203
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- Joseph M. Lambert:
Restructuring the introductory computer science course for engineers.
204-208
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- Joseph L. Zachary, Christopher R. Johnson, Eric Eide, Kenneth W. Parker:
An entry-level course in computational engineering and science.
209-213
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- Ronald E. Wilson:
Integrating a breadth-first curriculum with relevant programming projects in CS1/CS2.
214-217
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- Michael V. Doran, David D. Langan:
A cognitive-based approach to introductory computer science courses: lesson learned.
218-222
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- Juris Reinfelds:
A three paradigm first course for CS majors.
223-227
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- Kenneth Slonneger:
Executing an SECD machine using logic programming.
228-232
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- B. Lewis Barnett III:
A visual simulator for a simple machine and assembly language.
233-237
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- John L. Donaldson:
A microprogram simulator and compiler for an enhanced version of Tanenbaum's MIC-1 machine.
238-242
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- Martin Osborne:
Software engineering, C++, and Windows.
243-247
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- Atika Laribi, Michel Léonard, Olivier Parchet:
An experiment in learning about basic information system concepts.
248-252
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- Rajiv Tewari:
Software reuse and object-oriented software engineering in the undergraduate curriculum.
253-257
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- David L. Parker:
Structured design for CS1.
258-262
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- David Ginat:
Loop invariants and mathematical games.
263-267
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- Eric S. Roberts:
Loop exits and structured programming: reopening the debate.
268-272
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- Alan Fekete:
Enhancing generic skills in the computer organization course.
273-277
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- Susan H. Rodger:
An interactive lecture approach to teaching computer science.
278-282
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- John T. Paxton:
A novel approach to teaching artificial intelligence.
283-286
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- Roy S. Rubinstein:
Computer science projects with music.
287-291
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- J. Morgan Morris:
Experiences with Mosaic for legacy projects.
292-296
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- Thomas Moore:
Active use of hypertext to aid learning and classroom instruction.
297-301
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- Neville Dean, Michael G. Hinchey:
Introducing formal methods through role-playing.
302-306
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- J. R. Jefferson Wadkins:
Rigorous proofs of program correctness without formal logic.
307-311
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- Rose F. Gamble:
Integrating a formal specification course with a software projects course via an editing tool.
312-316
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- Martin Hitz, Marcus Hudec:
Modula-2 versus C++ as a first programming language - some empirical results.
317-321
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- Michael R. Wick:
On using C++ and object-orientation in CS1: the message is still more important than the medium.
322-326
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- Dave A. Berque, Gloria Childress Townsend:
A new scheme for reinforcing concepts in CS2.
327-330
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- Zahava Scherz, Bruria Haberman:
Logic programming based curriculum for high school students: the use of abstract data types.
331-335
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- Edward C. Martin:
Solid modeling with Scheme.
336-339
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- Robert A. Pilgrim:
TIC-TAC-TOE: introducing expert systems to middle school students.
340-344
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- Mona E. Lovato, Michael F. Kleyn:
Parser visualizations for developing grammars with yacc.
345-349
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- Sue Fitzgerald, Jerry Place:
Teaching elementary queueing theory with a computer algebra system.
350-354
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- James L. Noyes:
Teaching a modern numerical analysis course.
355-359
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- Sandra Honda Adams, Rachel D. Isles, Louise Moses, Domenick J. Pinto, Frances L. Van Scoy:
Where have the women gone and how do we keep them from going? (panel).
360-361
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- Thomas L. Marchioro, Joseph L. Zachary, D. E. Stevenson, Ignatios Vakalis, Leon Tabak:
Computational science, parallel and high performance computing in undergraduate education (abstract).
362-363
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- Renée A. McCauley, Clark B. Archer, Nell B. Dale, Rym Mili, James Robergé, Harriet G. Taylor:
The effective integration of software engineering principles throughout the undergraduate computer science curriculum (abstract).
364-365
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- Mary Dee Medley, Kay G. Schulze, Bob Riser, Rebekah L. Tidwell:
Ethical and professional issues in computing (abstract).
366-367
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- Dorothy Deremer, Gail T. Finley, Lynn Ziegler, Doug Baldwin, Gordon Stegink:
Alternative teaching strategies in CS I: supporting diversity (abstract).
368-369
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- Scott B. Grissom, Thomas L. Naps, Rocky Ross, Dalton Hunkins, Susan H. Rodger, Dino Schweitzer:
Using visual demonstrations to teach computer science (abstract).
370-371
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- Barbara Boucher Owens, Gene Bailey, Shelly Heller, Ted Mims, Laurie White:
The non-traditional student in computing: characteristics, needs and experiences (abstract).
372-373
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- Christopher H. Nevison, Joe Kmoch, Robert E. Noonan, Tim Corica, Sarah Fix, David G. Kay:
Changes in the advanced placement computer science course: case studies and C++ (panel).
374-375
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- Danielle R. Bernstein, Bill Marion, Catherine M. Ricardo, G. Joy Teague, Lee Wittenberg:
Every seventh year: sabbatical opportunities (abstract).
376-377
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- Henry MacKay Walker, Nancy Baxter, Robert D. Cupper, G. Michael Schneider:
The computer science major within a liberal arts environment (abstract).
378-379
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- Michael C. Mulder, Gordon B. Davis, John T. Gorgone, David L. Feinstein, Doris K. Lidtke:
A proposed curriculum in information science (abstract).
380-381
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- Scott B. Grissom, Bill Kubitz, Jack Bresenham, G. Scott Owen, Dino Schweitzer:
Approaches to teaching computer graphics (abstract).
382-383
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- David Gries, Fred B. Schneider, Joan Krone, J. Stanley Warford, J. Peter Weston:
Teaching as a logic tool (abstract).
384-385
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- Doug Baldwin, Jerry Mead, Keith Barker, Allen B. Tucker, Lynn Ziegler:
Visions of breadth in introductory computing curricula (abstract).
386-387
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- Barry Burd, J. Glenn Brookshear, Rick Decker, Frances G. Gustavson, Mildred D. Lintner, Greg W. Scragg:
Revitalizing the computer science course for non-majors (abstract).
388-389
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- Ron Classen, Larry Hughes, Elizabeth Leboffe, Wayne Smith:
Data communications in the undergraduate computer science curriculum (abstract).
390-391
Electronic Edition (ACM DL) BibTeX
- John Werth, John T. Gorgone, Gordon B. Davis, David L. Feinstein, Herbert E. Longenecker Jr., George M. Kasper:
Proposed joint ACM/DPMA/AIS undergraduate information systems degree curriculum model (abstract).
392-393
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- Gerald L. Boerner, Carol Backer Stoker:
Creating self-paced courses for CS majors and non-majors.
394-395
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- Gayle J. Yaverbaum, Eric W. Stein, Russell C. Kick, F. Stuart Wells:
Using multimedia technology: different approaches and controversial issues (panel).
396-397
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- Henry MacKay Walker, H. Conrad Cunningham, Ruth Davis, Douglas R. Troeger:
Formal methods in the undergraduate computer science curriculum (abstract).
398-399
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- Michael C. Mulder, Jane Chu Prey, Jimmie E. Haines, Doris K. Lidtke:
Collaborative learning in undergraduate information science education (abstract).
400-401
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- Donald J. Bagert, Barbara Boucher Owens:
Organizing a team for the ACM programming contest (abstract).
402
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Copyright © Sat May 16 23:38:09 2009
by Michael Ley (ley@uni-trier.de)
