SIGCSE 1997:
San Jose,
California,
USA
Curt M. White, Carl Erickson, Bruce J. Klein, James E. Miller (Eds.):
Proceedings of the 28th SIGCSE Technical Symposium on Computer Science Education, 1997, San Jose, California, USA, February 27 - March 1, 1997.
ACM 1997, ISBN 0-89791-889-4 BibTeX
- Laurie Honour Werth:
Getting started with computer ethics.
1-5
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- Kay G. Schulze, Frances S. Grodzinsky:
Teaching ethical and social issues in CS1 and CS2.
6-9
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- Jane Turk, Samuel J. Wiley:
Teaching social and ethical issues in the literacy course.
10-14
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- 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
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- T. Dean Hendrix, Larry A. Barowski, James H. Cross II:
A visual development environment for multi-lingual curricula.
20-24
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- John T. Stasko:
Using student-built algorithm animations as learning aids.
25-29
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- Harriet J. Fell, Viera K. Proulx:
Exploring Martian planetary images: C++ exercises for CS1.
30-34
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- Richard Rasala:
Function objects, function templates, and passage by behavior in C++.
35-38
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- Richard E. Pattis:
Teaching OOP in C++ using an artificial life framework.
39-43
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- Thomas D. Wagner, Eugene K. Ressler:
A practical approach to reinforcing concepts in introductory operating systems.
44-47
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- Murray W. Goldberg:
CALOS: first results from an experiment in computer-aided learning for operating systems.
48-52
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- Mark A. Holliday:
System calls and interrupt vectors in an operating systems course.
53-57
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- Allen S. Parrish, David Cordes, Cynthia Lester, Deanne Moore:
Assessing computer usage patterns in a software development course.
58-62
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- Tony Greening:
Examining student learning of computer science.
63-66
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- Harriet G. Taylor:
The evolution of standards for accrediting computer science teacher preparation programs.
67-71
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- Richard Rasala:
A model C++ tree iterator class for binary search trees.
72-76
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- John Rosenberg, Michael Kölling:
Testing object-oriented programs: making it simple.
77-81
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- Adair Dingle:
The object-ownership model: a case study for inheritance and operator overloading.
82-86
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- Curtis R. Cook:
CS0: computer science orientation course.
87-91
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- Roy J. Daigle, Marino J. Niccolai:
Inter-class synergy by design.
92-95
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- Ryan L. McFall, Gordon Stegink:
Introductory computer science for general education: laboratories, textbooks, and the Internet.
96-100
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- Danielle R. Bernstein:
Computing, diversity and community: fostering the computing culture.
101-105
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- Allan Fisher, Jane Margolis, Faye Miller:
Undergraduate women in computer science: experience, motivation and culture.
106-110
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- Judy Brown, Peter Andreae, Robert Biddle, Ewan D. Tempero:
Women in introductory computer science: experience at Victoria University of Wellington.
111-115
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- Sub Ramakrishnan, B. Madhu Rao:
Classroom projects on database connectivity and the Web.
116-120
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- Susan Darling Urban, Suzanne W. Dietrich:
Integrating the practical use of a database product into a theoretical curriculum.
121-125
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- Suzanne W. Dietrich, Eric Eckert, Kevin Piscator:
WinRDBI: a Windows-based relational database educational tool.
126-130
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- Simon Holland, Robert Griffiths, Mark Woodman:
Avoiding object misconceptions.
131-134
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- Dale A. Schoenefeld:
Object-oriented design and programming: an Eiffel, C++, and Java course for C programmers.
135-139
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- Nick Parlante:
Teaching with object oriented libraries.
140-144
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- J. Denbigh Starkey, Ray S. Babcock, Anne S. DeFrance:
An accelerated introductory computer science course sequence for non-traditional Master's students.
145-149
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- Laurie A. Smith King, John Barr:
Computer science for the artist.
150-153
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- David L. Spooner, Michael M. Skolnick:
Science and engineering case studies in introductory computing courses for non-majors.
154-158
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- John S. Mallozzi:
Binary trees á laSTL.
159-163
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- Mark Allen Weiss:
Experiences teaching data structures with Java.
164-168
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- Ricardo Jiménez-Peris, Cristóbal Pareja-Flores, Marta Patiño-Martínez, J. Ángel Velázquez-Iturbide:
The locker metaphor to teach dynamic memory.
169-173
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- Douglas S. Reeves:
A course on multimedia technology for computer science and computer engineering students.
174-178
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- Martin H. Levin:
A prototype for a data communications laboratory.
179-183
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- Eyal Shifroni, David Ginat:
Simulation game for teaching communications protocols.
184-188
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- Ronald Curtis:
A Web based configuration control system for team projects.
189-193
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- Lucio C. Tinoco, N. Dwight Barnette, Edward A. Fox:
Online evaluation in WWW-based courseware.
194-198
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- 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
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- Goefrey Holmes, Tony C. Smith:
Adding some spice to CS1 curricula.
204-208
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- Henry MacKay Walker:
Collaborative learning: a case study for CS1 at Grinnell College and Austin.
209-213
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- Roy P. Pargas, Joe C. Lundy, John N. Underwood:
Tournament play in CS1.
214-218
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- Chris McDonald, Kamran Kazemi:
Improving the PVM teaching environment.
219-223
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- Helmar Burkhart:
Parallel programming using public domain software.
224-228
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- Eric Dillon, Carlos Gamboa Dos Santos, Jacques Guyard:
Teaching an engineering approach for network computing.
229-232
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- Owen L. Astrachan, Robert F. Smith, James T. Wilkes:
Application-based modules using apprentice learning for CS 2.
233-237
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- Joseph L. Zachary:
The gestalt of scientific programming: problem, model, method, implementation, assessment.
238-242
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- David Jackson, Andrew Fovargue:
The use of animation to explain genetic algorithms.
243-247
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- Marta Patiño-Martínez, J. Ignacio Castelló-Gómez, Ricardo Jiménez-Peris:
AnLex and AnSin: a compiler generator system for beginners.
248-252
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- Christopher T. Haynes:
Compiling: a high-level introduction using Scheme.
253-257
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- Max Hailperin:
Introducing fixed-point iteration early in a compiler course.
258-261
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- Ben A. Calloni, Donald J. Bagert, H. Paul Haiduk:
Iconic programming proves effective for teaching the first year programming sequence.
262-266
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- Mike Livesey:
STAMPS: a state-machine based processor simulator.
267-271
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- Paul J. Ashton:
Using interaction networks for visualisation of message passing.
272-276
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- Thomas B. Hilburn, Massood Towhidnejad:
Doing quality work: the role of software process definition in the computer science curriculum.
277-281
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- Hisham Haddad, Herbert Tesser, Steven P. Wartik:
Megaprogramming education.
282-286
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- Michael J. Lutz, J. Fernando Naveda:
The road less traveled: a baccalaureate degree in software engineering.
287-291
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- Frances S. Grodzinsky:
Computer access for students with disabilities: an adaptive technology laboratory.
292-295
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- Phil Pfeiffer, Matt Heintzelman:
Machines, statues, and people: strategies for promoting RSI awareness in computing curricula.
296-300
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- Renée A. McCauley, Bill Z. Manaris:
Report on the annual survey of departments offering CSAC/CSAB-accredited computer science degree programs.
301-305
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- Mark J. Sebern:
Iterative development and commercial tools in an undergraduate software engineering course.
306-309
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- Martin L. Barrett:
Simulating requirements gathering.
310-314
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- Bohdan Nebash, Michael B. Feldman:
Using HTML linking to help novice programmers to reuse components.
315-319
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- James Robergé, C. Robert Carlson:
Broadening the computer science curriculum.
320-324
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- Judith L. Gersting, Frank H. Young:
Context + experiences = curriculum.
325-329
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- Anders Berglund, Mats Daniels:
Improving education quality, a full scale study.
330-334
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- David Jackson, Michelle Usher:
Grading student programs using ASSYST.
335-339
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- Deborah Knox:
On-line publication of CS laboratories.
340-344
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- Mark Woodman, Robert Griffiths, Simon Holland, Andrew Law:
The object shop - Using CD-ROM multimedia to introduce object concepts.
345-349
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- Kathleen A. Williams:
Educating the next generation of information specialists: industry and university collaborative learning pilot project.
350-354
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- Michael C. Mulder, Doris K. Lidtke, Gordon E. Stokes:
Enterprise enhanced education: an information technology enabled extension of traditional learning environments.
355-359
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- 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
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- 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
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- Robert D. Cupper, Rhonda Eller-Meshreki, Gerald Pitts:
Undergraduate research - welcome to the 21st century.
367-368
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- 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
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- Peter Wegner, Eric Roberts, Roy Rada, Allen B. Tucker:
Strategic directions in computer science education (panel).
371-372
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- 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
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- Michael J. Clancy, Ed Dubinsky, Richard A. Duggan, Marian Petre, Vicki L. Almstrum, Mickey McDonald:
Getting started in CS education research (panel).
375-376
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- Philip Miller, Kris Stewart, Klaus Sutner, Joseph L. Zachary:
Exploiting computer algebra systems in computer science courses (panel).
377-378
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- William Joseph Adams, Edward A. Fox, Gloria Melara Vides, Rachelle S. Heller:
Defining multimedia courses within a computer science education (panel).
379-380
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- 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
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- Richard A. Howard, Lisa C. Kaczmarczyk, Frederick N. Springsteel, Nell B. Dale:
Learning style models and computer science education (panel).
383
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- Elizabeth 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
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- Jacobo Carrasquel, Michael J. Clancy, Eric Roberts, Joseph L. Zachary, David G. Kay:
Managing large introductory courses (panel).
386-387
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- Wayne Spies, Lee Wittenberg, Robert Workman, Baarry Burd:
Visual programming tools in the C.S. curriculum (panel).
388-389
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- Janet L. Kourik:
Developing critical skills in technical courses (seminar).
390
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- Joseph L. Zachary:
A comprehensive approach to teaching programming to science and engineering majors (seminar).
391
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- Fintan Culwin:
Java in the C.S. curriculum (seminar).
392
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- J. Philip East, Eugene Wallingford:
Pattern-based programming in initial instruction (seminar).
393
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- Hossein Saiedian:
Developing formal specifications via Z (workshop).
396
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Copyright © Sat May 16 23:38:09 2009
by Michael Ley (ley@uni-trier.de)
