SIGCSE 1996:
Philadelphia,
Pennsylvania,
USA
John Impagliazzo, Elizabeth S. Adams, Karl J. Klee (Eds.):
Proceedings of the 27th SIGCSE Technical Symposium on Computer Science Education, 1996, Philadelphia, Pennsylvania, USA, February 15-17, 1996.
ACM 1996, ISBN 0-89791-757-X BibTeX
- Darrah Chavey:
Songs and the analysis of algorithms.
4-8
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- Richard T. Denman:
Derivation of recursive algorithms for CS2.
9-13
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- Bruce S. Elenborgen:
Parallel and distributed algorithms: laboratory assignments in Joyce/Linda.
14-18
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- James H. Cross II, Thomas M. Phillips:
Successfully integrating traditional and object-oriented approaches with Ada 95.
19-23
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- Kenneth A. Reek:
Teaching inheritance versus inclusion to first year computer science students.
24-26
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- Eugene Wallingford:
Toward a first course based on object-oriented patterns.
27-31
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- Mei-Ling L. Liu, Lori Blanc:
On the retention of female computer science students.
32-36
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- Marian Gunsher Sackrowitz, Ann Parker Parelius:
An unlevel playing field: women in the introductory computer science courses.
37-41
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- Gloria Childress Townsend:
Viewing video-taped role models improves female attitudes toward computer science.
42-46
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- Arturo I. Concepcion, David R. Millican:
Developing the VLSI laboratory for the computer architecture course.
47-52
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- Brenda C. Parker, Peter G. Drexel:
A system-based sequence of closed labs for computer systems organization.
53-57
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- R. Mark Meyer:
CANLOGS: a logic gate simulator for all seasons.
58-62
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- Christopher Connelly, Alan W. Biermann, David Pennock, Peter Wu:
Home-study software: flexible, interactive, and distributed software for independent study.
63-67
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- Raymond P. Kirsch:
Teaching OLE automation: a problem-based learning approach.
68-72
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- Tanya J. McGill, Valerie Hobbs:
A supplementary package for distance education students studying introductory programming.
73-77
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- Joel C. Adams:
Object-centered design: a five-phase introduction to object-oriented programming in CS1-2.
78-82
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- Michael Kölling, John Rosenberg:
An object-oriented program development environment for the first programming course.
83-87
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- Mark Woodman, Gordon Davies, Simon Holland:
The joy of software - starting with objects.
88-92
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- Alan David Fekete:
Preparation for research: instruction in interpreting and evaluating research.
93-97
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- Kay G. Schulze, Frances S. Grodzinsky:
Teaching ethical issues in computer science: what worked and what didn't.
98-101
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- Mats Daniels, Judith Gal-Ezer, Ian Sanders, G. Joy Teague:
Teaching computer science: experience from four continents.
102-106
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- Sally Jo Cunningham:
Internet-accessible information retrieval tools for advanced DB/IR courses.
107-111
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- Suzanne W. Dietrich, Susan Darling Urban:
Database theory in practice: learning from cooperative group projects.
112-116
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- Don Goelman:
The INGRES Tutorial as a tool in teaching database theory (or, I can't believe it's not training).
117-119
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- Linda M. Null:
Applying TQM in the computer science classroom.
120-124
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- Kenneth A. Reek:
A software infrastructure to support introductory computer science courses.
125-129
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- Michael J. Wise:
YAP3: improved detection of similarities in computer program and other texts.
130-134
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- Christopher M. Boroni, Torlief J. Eneboe, Frances W. Goosey, Jason A. Ross, Rockford J. Ross:
Dancing with DynaLab: endearing the science of computing to students.
135-139
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- Clifford A. Shaffer, Lenwood S. Heath, Jun Yang:
Using the Swan data structure visualization system for computer science education.
140-144
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- Laszlo Szuecs:
Creating Windows applications using Borland's OWL classes.
145-149
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- Thomas B. Hilburn:
Inspections of formal specifications.
150-154
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- Henry McLoughlin, Kevin Hely:
Teaching formal programming to first year computer science students.
155-159
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- Rhys Price Jones, Fritz Ruehr, Richard M. Salter:
Web-based laboratories in the introductory curriculum enhance formal methods.
160-164
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- Toby Berk:
A simple student environment for lightweight process concurrent programming under SunOs.
165-169
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- William L. Bynum, Tracy Camp:
After you, Alfonse: a mutual exclusion toolkit.
170-174
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- Murray W. Goldberg:
CALOS: an experiment with computer-aided learning for operating systems.
175-179
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- Mordechai Ben-Ari:
Using inheritance to implement concurrency.
180-184
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- A. Michael Berman, Robert C. Duvall:
Thinking about binary trees in an object-oriented world.
185-189
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- Michael Kölling, John Rosenberg:
Blue - language for teaching object-oriented programming.
190-194
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- Curtis A. Carver, Richard A. Howard, William D. Lane:
A methodology for active, student-controlled learning: motivating our weakest students.
195-199
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- James D. Kiper, Valerie V. Cross, Diane Delisio, Ann E. Kelley Sobel, Douglas Troy:
Perspectives on assessment through teaching portfolios in computer science.
200-203
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- Harriet J. Fell, Viera K. Proulx, John Casey:
Writing across the computer science curriculum.
204-209
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- Massood Towhidnejad, James R. Aman:
Software engineering emphasis in advanced courses.
210-213
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- Mary Lou Dorf, Gerald R. Heuring:
Nightmare on Westwood Avenue: product development laboratory: success, failure, both, neither???
214-216
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- Robert Biddle, Ewan D. Tempero:
Explaining inheritance: a code reusability perspective.
217-221
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- Doug Baldwin:
Discovery learning in computer science.
222-226
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- Richard A. Howard, Curtis A. Carver, William D. Lane:
Felder's learning styles, Bloom's taxonomy, and the Kolb learning cycle: tying it all together in the CS2 course.
227-231
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- Tim DeClue:
Object-orientation and the principles of learning theory: a new look at problems and benefits.
232-236
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- Roy J. Daigle, Michael V. Doran, J. Harold Pardue:
Integrating collaborative problem solving throughout the curriculum.
237-241
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- Renée A. McCauley, Ursula Jackson, Bill Z. Manaris:
Documentation standards in the undergraduate computer science curriculum.
242-246
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- Charles Reynolds, Christopher J. Fox:
Requirements for a computer science curriculum emphasizing information technology: subject area curriculum issues.
247-251
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- Richard F. Gilberg, Behrouz A. Forouzan:
Comparison of student success in Pascal and C-language curriculums.
252-255
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- David Ginat:
Efficiency of algorithms for programming beginners.
256-260
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- Adam Brooks Webber:
The Pascal Trainer.
261-265
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- David H. Hutchens, Elizabeth E. Katz:
Using iterative enhancement in undergraduate software engineering courses.
266-270
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- Ann E. Kelley Sobel:
Experience integrating a formal method into a software engineering course.
271-274
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- Val E. Veraart, S. L. Wright:
Supporting software engineering education with a local Web site.
275-279
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- Tomohiro Nishida, Akinori Saitoh, Yoshihiro Tsujino, Nobuki Tokura:
Lecture supporting system by using e-mail and WWW.
280-284
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- John T. Paxton:
Webucation: using the Web as a classroom tool.
285-289
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- David Carlson, Mark Guzdial, Colleen M. Kehoe, Viren Shah, John T. Stasko:
WWW interactive learning environments for computer science education.
290-294
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- Alan David Fekete, Tony Greening:
Designing closed laboratories for a computer science course.
295-299
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- Stephen N. Freund, Eric S. Roberts:
Thetis: an ANSI C programming environment designed for introductory use.
300-304
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- Thomas L. Naps, Jeremy Stenglein:
Tools for visual exploration of scope and parameter passing in a programming languages course.
305-309
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- Catherine C. Bareiss:
A semester project for CS1.
310-314
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- Martin L. Barrett:
Emphasizing design in CS1.
315-318
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- Todd J. Feldman, Julie Zelenski:
The quest for excellence in designing CS1/CS2 assignments.
319-323
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- Anthony C. L. Barnard, Barrett R. Bryant, Warren T. Jones, Kevin D. Reilly:
A computer science undergraduate specialization in telecommunications and computer networking.
324-328
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- Terry Grygiel, Aaron Myers, Greg Arnold, William Breen:
Protocols and network architecture: a first course in data communications and computer networks.
329-332
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- Chris McDonald:
User-level distributed file systems projects.
333-337
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- Susan S. Brilliant, Timothy R. Wiseman:
The first programming paradigm and language dilemma.
338-342
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- Chuck Leska, John Barr, Laurie A. Smith King:
Multiple paradigms in CS I.
343-347
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- Amruth N. Kumar:
Fork diagrams for teaching selection in CS I.
348-352
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- Carl Erickson:
The EOS laboratory environment for a course in operating systems.
353-357
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- David A. Goldman, Richard R. Eckert, Maxine S. Cohen:
Three-dimensional computation visualization for computer graphics rendering algorithms.
358-362
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- Harry F. Smith, Patrick Plusnick, Mark E. Sarojak, William Seitz:
Image processing as an exemplar of parallelism applied to graphics.
363-367
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- Sue Fitzgerald, Mary Lou Hines:
The computer science fair: an alternative to the computer programming contest.
368-372
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- Susan H. Rodger, Ellen Lowenfeld Walker:
Activities to attract high school girls to computer science.
373-377
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- Martina Schollmeyer:
Computer programming in high school vs. college.
378-382
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Copyright © Sat May 16 23:38:09 2009
by Michael Ley (ley@uni-trier.de)
