SIGCSE 1998:
Atlanta,
Georgia,
USA
John Lewis, Jane Prey, Daniel Joyce, John Impagliazzo (Eds.):
Proceedings of the 29th SIGCSE Technical Symposium on Computer Science Education, 1998, Atlanta, Georgia, USA, February 26 - March 1, 1998.
ACM 1998, ISBN 0-89791-994-7 BibTeX
- Mathew J. Palakal, Frederick W. Myers, Carla L. Boyd:
An interactive learning environment for breadth-first computing science curriculum.
1-5
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- David Reed:
Incorporating problem-solving patterns in CS1.
6-9
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- Joel C. Adams:
Chance-It: an object-oriented capstone project for CS-1.
10-14
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- Renée A. McCauley, Bill Z. Manaris:
Computer science degree programs: what do they look like? A report on the annual survey of accredited programs.
15-19
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- Bill Toll:
The distributed course - a curriculum design paradigm.
20-24
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- Robert D. Cupper:
Computer science: a proposed alternative track - applied computing.
25-29
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- Arturo I. Concepcion:
Using an object-oriented software life-cycle model in the software engineering course.
30-34
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- Adair Dingle, David A. Umphress, Russ Moul:
Explication of object-oriented databases: a software engineering perspective.
35-39
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- E. E. Villarreal, Dennis Butler:
Giving computer science students real-world experience.
40-44
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- Seth Bergmann:
Using inheritance for computing with physical quantities: an interdisciplinary project.
45-47
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- Viera K. Proulx:
Traffic simulation: a case study for teaching object oriented design.
48-52
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- Herbert L. Dershem, James Vanderhyde:
Java class visualization for teaching object-oriented concepts.
53-57
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- Gloria Childress Townsend:
Turning liabilities into assets in a general education course.
58-62
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- Daniel Joyce:
The computer as a problem solving tool: a unifying view for a non-majors course.
63-67
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- Chaya Gurwitz:
The Internet as a motivating theme in a math/computer core course for nonmajors.
68-72
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- Susan M. Haller, Timothy V. Fossum:
Retaining women in CS with accessible role models.
73-76
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- William Haliburton, Mack Thweatt, Nancy J. Wahl:
Gender differences in personality components of computer science students: a test of Holland's congruence hypothesis.
77-81
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- Greg W. Scragg, Jesse Smith:
A study of barriers to women in undergraduate computer science.
82-86
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- Lewis Barnett, Joseph F. Kent, Justin Casp, David Green:
Design and implementation of an interactive tutorial framework.
87-91
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- David Cole, Roger L. Wainwright, Dale A. Schoenefeld:
Using Java to develop Web based tutorials.
92-96
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- Yuan Zhao, John L. Lowther, Ching-Kuang Shene:
A tool for teaching curve design.
97-101
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- Bob Barr, Sung K. Yoo, Thomas J. Cheatham:
Network monitoring system design.
102-106
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- Billy B. L. Lim:
Teaching Web development technologies in CS/IS curricula.
107-111
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- Linda B. Lankewicz:
Resources for teaching computer networks.
112-116
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- David G. Kay:
Computer scientists can teach writing: an upper division course for computer science majors.
117-120
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- Wing Ning Li:
Towards a hierarchical design and integration of programming projects.
121-125
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- Urban Nuldén:
The ExCon project: advocating continuous examination.
126-130
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- David G. Kay:
Large introductory computer science classes: strategies for effective course management.
131-134
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- Mark J. Canup, Russell L. Shackelford:
Using software to solve problems in large computing courses.
135-139
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- David V. Mason, Denise M. Woit:
Integrating technology into computer science examinations.
140-144
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- Christopher M. Boroni, Frances W. Goosey, Michael T. Grinder, Rockford J. Ross:
A paradigm shift! The Internet, the Web, browsers, Java and the future of computer science education.
145-152
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- Owen L. Astrachan, W. Garrett Mitchener, Geoffrey Berry, Landon P. Cox:
Design patterns: an essential component of CS curricula.
153-160
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- Janet M. Drake:
Class to survey application programming topics.
161-165
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- Guy Tremblay:
An undergraduate course in formal methods: "description is our business".
166-170
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- Daniel W. Nachbar:
Bringing real-world software development into the classroom: a proposed role for public software in computer science education.
171-175
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- Rebecca T. Mercuri, Nira Herrmann, Jeffrey L. Popyack:
Using HTML and JavaScript in introductory programming courses.
176-180
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- Donald H. Beil, Donna Lange, Elissa Olsen, Anthony Spiecker:
Incoming freshmen build their own PCs.
181-184
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- Uta Ziegler:
Extending an iterator model for binary trees to backtracking problems.
185-189
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- Christine Shannon:
LongNbrs and palindromes: an interesting application of a class.
190-193
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- Judy Kay, Bob Kummerfeld:
A problem-based interface design and programming course.
194-197
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- Matthew C. Clarke:
Teaching the empirical approach to designing human-computer interaction via an experiential group project.
198-201
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- Francesc J. Ferri, Jesús Albert:
Average-case analysis in an elementary course on algorithms.
202-206
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- Michael T. Goodrich, Roberto Tamassia:
Teaching the analysis of algorithms with visual proofs.
207-211
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- Barry L. Kurtz, Chinhyun Kim, Jamal R. Alsabbagh:
Parallel computing in the undergraduate curriculum.
212-216
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- José C. Cunha, João Lourenço:
An integrated course on parallel and distributed processing.
217-221
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- Herbert L. Dershem, Peter Brummund:
Tools for Web-based sorting animation.
222-226
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- Mary Anne Egan, Mukkai S. Krishnamoorthy, K. Rajan:
FCLUST: a visualization tool for fuzzy clustering.
227-231
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- Sami Khuri, Yanti Sugono:
Animating parsing algorithms.
232-236
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- Barry L. Kurtz, Hong Cai, Chris Plock, Xijia Chen:
A concurrency simulator designed for sophomore-level instruction.
237-241
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- Chin-Kuang Shene:
Multithreaded programming in an introduction to operating systems course.
242-246
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- Stephen J. Hartley:
"Alfonse, your Java is ready!".
247-251
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- Timothy J. Long, Bruce W. Weide, Paolo Bucci, David S. Gibson, Joseph E. Hollingsworth, Murali Sitaraman, Stephen H. Edwards:
Providing intellectual focus to CS1/CS2.
252-256
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- Mordechai Ben-Ari:
Constructivism in computer science education.
257-261
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- Jeff Matocha, Tracy Camp, Ralph Hooper:
Extended analogy: an alternative lecture method.
262-266
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- Willard C. Pierson, Susan H. Rodger:
Web-based animation of data structures using JAWAA.
267-271
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- Raghvinder S. Sangwan, James F. Korsh, Paul LaFollette:
A system for program visualization in the classroom.
272-276
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- Thomas L. Naps, Eric Bressler:
A multi-windowed environment for simultaneous visualization of related algorithms on the World Wide Web.
277-281
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- Bunny J. Tjaden:
Do lab modules in CS actually help students?: an empirical study.
282-286
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- Brian Toothman, Russell L. Shackelford:
The effects of partially-individualized assignments on subsequent student performance.
287-291
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- Cheng-Chih Wu, Nell B. Dale, Lowell J. Bethel:
Conceptual models and cognitive learning styles in teaching recursion.
292-296
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- Sohail Aslam:
WEB-based query processing in a database course project.
297-301
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- Andrew Yang, James Linn, David Quadrato:
Developing integrated Web and database applications using JAVA applets and JDBC drivers.
302-306
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- Antonija Mitrovic:
Learning SQL with a computerized tutor.
307-311
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- Gary Lewandowski, Amy Morehead:
Computer science through the eyes of dead monkeys: learning styles and interaction in CS I.
312-316
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- Owen L. Astrachan, Susan H. Rodger:
Animation, visualization, and interaction in CS 1 assignments.
317-321
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- Lily Hou, James E. Tomayko:
Applying the personal software process in CS1: an experiment.
322-325
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- Harriet J. Fell, Viera K. Proulx, Richard Rasala:
Scaling: a design pattern in introductory computer science courses.
326-330
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- Natasha Gelfand, Michael T. Goodrich, Roberto Tamassia:
Teaching data structure design patterns.
331-335
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- Dung Nguyen:
Design patterns for data structures.
336-340
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- Deepak Kumar, Lisa Meeden:
A robot laboratory for teaching artificial intelligence.
341-344
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- Lynne E. Hall, Adrian Gordon:
A virtual learning environment for entity relationship modelling.
345-349
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- Christopher T. Haynes:
Experience with an analytic approach to teaching programming languages.
350-354
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- Don Goelman, Roberta Evans Sabin, Marty J. Wolf, Peter J. Knoke, Mike Murphy:
The terminal Master's degree (panel): does it need to be cured?
355-356
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- Daniel D. McCracken, A. Michael Berman, Ursula Wolz, Owen L. Astrachan, Nell B. Dale:
Possible futures for CS2 (panel).
357-358
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- John Impagliazzo, Mark Mandelbaum, Robert M. Aiken, James E. Miller:
Refereed papers, the digital library, and the future of the SIGCSE bulletin (panel).
359-360
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- Martin Dickey, Frank L. Friedman, Max Hailperin, Bill Z. Manaris, Ursula Wolz:
Accommodating diversity of academic preparation in CS1 (panel).
361-362
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- Lawrence G. Jones, Keith Barker, Susan E. Conry, Doris K. Lidtke:
Computer science accreditation (panel): current status and future directions.
363-364
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- D. S. Tomer, Doug Baldwin, Christopher J. Fox:
Integration of mathematical topics in CS1 and CS2 (panel).
365
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- Sharon N. Vest, Robert Biddle, Christina Björkman, Linda M. Null, Eric Roberts, Greg W. Scragg:
The retention of women in the computing sciences (panel).
366-367
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- Henry MacKay Walker, Laura Baker, Gail Chapman, Kathleen Larson, Joe Kmoch:
SIGCSE panel: approaches for encouraging high school/college faculty interaction (panel).
368-369
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- Hal Hart, James Caristi, Robert Dewar, Mark Gerhardt, J. A. Drew Hamilton Jr., Christopher Haynes, Samuel A. Rebelsky:
The future of programming - are fundamental changes in computer science programs coming? (panel).
370-371
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- Mark Stehlik, Sarah Fix, Susan H. Rodger, Chris Nevison, Mark Allen Weiss:
Advanced placement transition to C++ (panel).
372
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- Karl J. Klee, Joyce Currie Little, John Lawlor, Pamela Matthiesen, T. S. Pennington, Josephine Freedman, Karen Richards:
Associate-level programs for preparation of computer support personnel (panel).
373
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- David G. Kay, Jacobo Carrasquel, Michael J. Clancy, Eric Roberts, Joseph L. Zachary:
Large introductory courses in research computer science departments (panel).
374-375
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- Kim B. Bruce, Phokion G. Kolaitis, Daniel Leivant, Moshe Y. Vardi:
Panel: logic in the computer science curriculum.
376-377
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- Bill Marion, Keith Vander Linden, Roberta Evans Sabin, Judy Cushing, Penny Anderson:
Integrating recent research results into undergraduate curricula (panel): initial steps.
378-379
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- Doris K. Lidtke, Michael C. Mulder:
Information centric curriculum (ISC'98) (panel).
380
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- Lillian N. Cassel:
Funding opportunities at the National Science Foundation Division of Undergraduate Education (NSF DUE) (seminar).
381
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- Janet L. Kourik:
A practical approach to internationalizing information systems & computer science courses (seminar).
382
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- Owen L. Astrachan:
Using classes early, an object-based approach to using C++ in introductory courses (seminar).
383
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- Samuel A. Rebelsky:
Designing and building course webs with site-level authoring tools (seminar).
384
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Copyright © Sat May 16 23:38:09 2009
by Michael Ley (ley@uni-trier.de)
