SIGCSE 2006: Houston, Texas, USA

Doug Baldwin, Paul T. Tymann, Susan M. Haller, Ingrid Russell (Eds.): Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2006, Houston, Texas, USA, March 3-5, 2006. ACM 2006, ISBN 1-59593-259-3 BibTeX

Richard E. Pattis:
Can't sing, can't act, can dance a little: (on choosing the right dancing partners). 1
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Security

Mike O'Leary:
A laboratory based capstone course in computer security for undergraduates. 2-6
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Binto George, Anna Valeva:
A database security course on a shoestring. 7-11
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H. Yu, W. Liao, X. Yuan, J. Xu:
Teaching a web security course to practice information assurance. 12-16
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Gender issues

Laurie Murphy, Brad Richards, Renée McCauley, Briana B. Morrison, Suzanne Westbrook, Timothy V. Fossum:
Women catch up: gender differences in learning programming concepts. 17-21
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Carol Frieze, Orit Hazzan, Lenore Blum, M. Bernardine Dias:
Culture and environment as determinants of women's participation in computing: revealing the "women-CS fit". 22-26
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Lori Carter:
Why students with an apparent aptitude for computer science don't choose to major in computer science. 27-31
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Programming languages

Jerry Mead:
A compiler tutorial scaled for the programming languages course. 32-36
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Hilda M. Standley:
'Programming language paradigms' instruction through designing a new paradigm. 37-40
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Michael R. Wick, Daniel E. Stevenson:
On using scheme to introduce prolog. 41-45
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Classroom management

Adrienne Decker, Phil Ventura, Christopher A. Egert:
Through the looking glass: reflections on using undergraduate teaching assistants in CS1. 46-50
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Sebastian Niezgoda, Thomas P. Way:
SNITCH: a software tool for detecting cut and paste plagiarism. 51-55
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Robert E. Noonan:
The back end of a grading system. 56-60
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Panels

Myles F. McNally, Michael Goldweber, Barry S. Fagin, Frank Klassner:
Do Lego Mindstorms Robots have a future in CS education? 61-62
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Brian J. Rosmaita, Katherine Deibel, Robert F. Cohen, Mary Anne L. Egan:
Accessibility and computer science education. 63-64
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Peter J. Denning, Andrew D. McGettrick, Paul Rosenbloom, Larry Snyder:
Re-centering computer science. 65-66
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Recentering computer science

Thomas J. Cortina, Richard McKenna:
The design of a history of computing course with a unique perspective. 67-71
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Michael B. Gousie:
A robust web programming and graphics course for non-majors. 72-76
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Daniel C. Cliburn:
A CS0 course for the liberal arts. 77-81
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Compilers

Li Xu, Fred G. Martin:
Chirp on crickets: teaching compilers using an embedded robot controller. 82-86
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William M. Waite:
The compiler course in today's curriculum: three strategies. 87-91
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Jeremy D. Frens, Andrew Meneely:
Fifteen compilers in fifteen days. 92-96
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Networks

Sam Phu Manh Tran, T. Andrew Yang:
Evaluations of target tracking in wireless sensor networks. 97-101
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William I. Bullers Jr., Stephen Burd, Alessandro F. Seazzu:
Virtual machines - an idea whose time has returned: application to network, security, and database courses. 102-106
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John D. DeHart, Fred Kuhns, Jyoti Parwatikar, Jonathan S. Turner, Charlie Wiseman, Ken Wong:
The open network laboratory. 107-111
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Communication skills

Lawrence J. Osborne:
Thinking, speaking, and writing for freshmen. 112-116
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Mark E. Hoffman, Timothy Dansdill, David S. Herscovici:
Bridging writing to learn and writing in the discipline in computer science education. 117-121
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Henry A. Etlinger:
A framework in which to teach (technical) communication to computer science majors. 122-126
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Panel session

Roger Ferguson, Chang Liu, Mary Last, Joe Mertz:
Service-learning projects: opportunities and challenges. 127-128
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Stuart H. Zweben, Han Reichgelt, Gayle J. Yaverbaum:
Outcomes-based computing accreditation criteria. 129-130
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Eric S. Roberts, Kim B. Bruce, James H. Cross II, Robb Cutler, Scott Grissom, Karl Klee, Susan H. Rodger, Fran Trees, Ian Utting, Frank Yellin:
The ACM java task force: final report. 131-132
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Active learning in introductory CS courses

Graciela Gonzalez:
A systematic approach to active and cooperative learning in CS1 and its effects on CS2. 133-137
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Dawn McKinney, Leo F. Denton:
Developing collaborative skills early in the CS curriculum in a laboratory environment. 138-142
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Timothy A. Budd:
An active learning approach to teaching the data structures course. 143-147
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Distance education

Matt Bower:
Virtual classroom pedagogy. 148-152
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Amy B. Woszczynski:
CyberTech I: online introduction to computer science course for high school students. 153-157
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Iwona Miliszewska, John Horwood:
Engagement theory: a universal paradigm? 158-162
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Assessment

Saeko Matsuura:
An evaluation method of project based learning on software development experiment. 163-167
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Titus Winters, Tom Payne:
Closing the loop on test creation: a question assessment mechanism for instructors. 169-170
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David B. Levine, Henry MacKay Walker:
XP practices applied to grading. 173-177
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Interdisciplinary curriculum

Dorothy Deremer, Katherine G. Herbert:
An interdisciplinary undergraduate science informatics degree in a liberal arts context. 179-183
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Jacquelyn S. Fetrow, David J. John:
Bioinformatics and computing curriculum: a new model for interdisciplinary courses. 185-189
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James Blahnik, Bonnie McVey, David Pankratz:
Adding concentrations to the CS major: our dean calls us 'innovative'. 191-194
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Panel session

Vicki L. Almstrum, David Klappholz, Steven Condly, John M. Clement:
Are they learning what (we think) we're teaching? 195
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Michal Armoni, S. Rodger, Moshe Y. Vardi, R. Verma:
Automata theory: its relevance to computer science students and course contents. 197-198
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Lillian N. Cassel, Andrew D. McGettrick, Robert H. Sloan:
A comprehensive representation of the computing and information disciplines. 199-200
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Robb Cutler, Chris Stephenson:
Working together to improve K-12 computer science education. 201
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Undergraduate research

Thomas P. Way:
A Virtual Laboratory Model for Encouraging Undergraduate Research. 203-207
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Jennifer A. Polack-Wahl, Karen Anewalt:
Learning strategies and undergraduate research. 209-213
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Deborah Knox, Peter DePasquale, Sarah Monisha Pulimood:
A model for summer undergraduate research experiences in emerging technologies. 214-218
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Active learning

Tamara Denning, William G. Griswold, Beth Simon, Michelle Wilkerson:
Multimodal communication in the classroom: what does it mean for us? 219-223
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Shannon Pollard, Robert C. Duvall:
Everything I needed to know about teaching I learned in kindergarten: bringing elementary education techniques to undergraduate computer science classes. 224-228
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Kenneth J. Christensen, D. Rundus, G. Perera, S. Zulli:
CSE volunteers: a service learning program to provide IT support to the hillsborough county school district. 229-233
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Architecture

Michael J. Jipping, Sara Henry, Kathleen Ludewig, Leslie Tableman:
How to integrate FPGAs into a computer organization course. 234-238
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Kenneth Vollmar, Pete Sanderson:
MARS: an education-oriented MIPS assembly language simulator. 239-243
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Patrick Borunda, Chris Brewer, Cesim Erten:
GSPIM: graphical visualization tool for MIPS assembly programming and simulation. 244-248
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Software engineering - testing

Eric Larson:
An undergraduate course on software bug detection tools and techniques. 249-253
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David Janzen, Hossein Saiedian:
Test-driven learning: intrinsic integration of testing into the CS/SE curriculum. 254-258
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Rahul Agarwal, Stephen H. Edwards, Manuel A. Pérez-Quiñones:
Designing an adaptive learning module to teach software testing. 259-263
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Panel session

Antonio M. Lopez Jr., Robert W. Lent, Frederick G. Lopez, Madonna G. Constantine:
A multi-disciplinary look at the computing disciplines. 264-265
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Edward Angel, Steve Cunningham, Peter Shirley, Kelvin Sung:
Teaching computer graphics without raster-level algorithms. 266-267
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Bill Marion:
Final oral report of the SIGCSE committee on the implementation of a discrete mathematics course. 268-269
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Accessibility

Brian J. Rosmaita:
Accessibility first!: a new approach to web design. 270-274
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Robert M. Siegfried:
Visual programming and the blind: the challenge and the opportunity. 275-278
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Robert F. Cohen, Arthur Meacham, Joelle Skaff:
Teaching graphs to visually impaired students using an active auditory interface. 279-282
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CS1/CS2

Peter DePasquale:
Exploiting on-line data sources as the basis of programming projects. 283-287
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Viera K. Proulx, Kathryn E. Gray:
Design of class hierarchies: an introduction to OO program design. 288-292
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Stuart Reges:
Back to basics in CS1 and CS2. 293-297
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Operating systems courseware

Andreas Polze, Dave Probert:
Teaching operating systems: the windows case. 298-302
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Steven Robbins:
A UNIX concurrent I/O simulator. 303-307
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Peter DeRosa, Kai Shen, Christopher Stewart, Jonathan Pearson:
Realism and simplicity: disk simulation for instructional OS performance evaluation. 308-312
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Discrete mathematics

Mark D. LeBlanc, Rochelle Leibowitz:
Discrete partnership: a case for a full year of discrete math. 313-317
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David Pengelley, Inna Pivkina, Desh Ranjan, Karen Villaverde:
A project in algorithms based on a primary historical source about catalan numbers. 318-322
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Michael R. Wick, Paul J. Wagner:
Using market basket analysis to integrate and motivate topics in discrete structures. 323-327
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Panel session

Thomas L. Naps, Susan H. Rodger, Guido Röbetaling, Rockford J. Ross:
Animation and visualization in the curriculum: opportunities, challenges, and successes. 328-329
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William Aspray, A. Frank Mayadas, Moshe Y. Vardi, Stuart H. Zweben:
educational response to offshore outsourcing. 330-331
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Special session

Laurence I. Peterson, Dale Benham, Amy B. Woszczynski, Rich Schlesinger:
CyberTech-ITEST: an NSF-funded initiative to attract and prepare underrepresented students for tomorrow's careers in the computing sciences. 332-333
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Emerging instructional technology

Eric Roberts:
An interactive tutorial system for Java. 334-338
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Ryan L. McFall, Herbert L. Dershem, Darcy Davis:
Experiences using a collaborative electronic textbook: bringing the "guide on the side" home with you. 339-343
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Valentin Razmov, Richard J. Anderson:
Pedagogical techniques supported by the use of student devices in teaching software engineering. 344-348
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Object-oriented programming

Suzanne Smith, Sara Stoecklin, Catharina M. Serino:
An innovative approach to teaching refactoring. 349-353
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Kevin J. Bierre, Phil Ventura, Andrew M. Phelps, Christopher A. Egert:
Motivating OOP by blowing things up: an exercise in cooperation and competition in an introductory java programming course. 354-358
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Joel C. Adams:
OOP and the Janus principle. 359-363
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Graphics and visualization

Todd Shurn:
Programming fundamentals and innovation taught through windows media player skin creation. 364-372
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Jungsoon P. Yoo, Sung K. Yoo, Chris Lance, Judy Hankins:
Student progress monitoring tool using treeview. 373-377
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Reg Hahne, Cay Horstmann, David Reed, Don Allen:
Growl...roar...are we ready for tiger?: review of the current climate and changes to be implemented for the 2007 AP CS exam. 378
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Theory

Susan H. Rodger, Bart Bressler, Thomas Finley, Stephen Reading:
Turning automata theory into a hands-on course. 379-383
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Timothy M. White, Thomas P. Way:
jFAST: a java finite automata simulator. 384-388
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Michal Armoni, Judith Gal-Ezer:
Reduction -- an abstract thinking pattern: the case of the computational models course. 389-393
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Panel session

Ursula Wolz, Tiffany Barnes, Ian Parberry, Michael R. Wick:
Digital gaming as a vehicle for learning. 394-395
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Special session

David Ranum, Bradley Miller, John M. Zelle, Mark Guzdial:
Successful approaches to teaching introductory computer science courses with python. 396-397
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CS education research

Sarah Rauchas, Benjamin Rosman, George Konidaris, Ian Sanders:
Language performance at high school and success in first year computer science. 398-402
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Anna Eckerdal, Robert McCartney, Jan Erik Moström, Mark Ratcliffe, Carol Zander:
Can graduating students design software systems? 403-407
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Orit Hazzan, Yael Dubinsky, Larisa Eidelman, Victoria Sakhnini, Mariana Teif:
Qualitative research in computer science education. 408-412
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Pauli Byckling, Jorma Sajaniemi:
Roles of variables and programming skills improvement. 413-417
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Software engineering

M. R. K. Krishna Rao:
Storytelling and puzzles in a software engineering course. 418-422
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Chang Liu:
Software project demonstrations as not only an assessment tool but also a learning tool. 423-427
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Lucas Layman, Travis Cornwell, Laurie A. Williams:
Personality types, learning styles, and an agile approach to software engineering education. 428-432
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David Callele, Dwight J. Makaroff:
Teaching requirements engineering to an unsuspecting audience. 433-437
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Recruitment and retention

Casey Alt, Owen L. Astrachan, Jeffrey Forbes, Richard Lucic, Susan H. Rodger:
Social networks generate interest in computer science. 438-442
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Jerry O. Talton, Daniel L. Peterson, Sam Kamin, Deborah Israel, Jalal Al-Muhtadi:
Scavenger hunt: computer science retention through orientation. 443-447
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Zachary Dodds, Leslie Karp:
The evolution of a computational outreach program to secondary school students. 448-452
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Laurence I. Peterson, Dale Benham:
Overview of the cyberTech-ITEST project: an initiative to attract and prepare under-represented students for tomorrow's careers in the computing sciences. 453-455
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Special session

Russell L. Shackelford, Andrew D. McGettrick, Robert H. Sloan, Heikki Topi, Gordon Davies, Reza Kamali, James Cross, John Impagliazzo, Richard J. LeBlanc, Barry M. Lunt:
Computing Curricula 2005: The Overview Report. 456-457
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Panel session

Edward F. Gehringer, Katherine Deibel, John Hamer, Keith J. Whittington:
cooperative learning: beyond pair programming and team projects. 458-459
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Algorithms

Yana Kortsarts, Jeffrey Rufinus:
Teaching the power of randomization using a simple game. 460-463
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Jerome L. Paul, Michal Kouril, Kenneth A. Berman:
A template library to facilitate teaching message passing parallel computing. 464-468
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David Ginat, Michal Armoni:
Reversing: an essential heuristic in program and proof design. 469-473
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Roy P. Pargas, Dhaval M. Shah:
Things are clicking in computer science courses. 474-478
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Panel session

Amruth Kumar, Deepak Kumar, Ingrid Russell:
Non-traditional projects in the undergraduate AI course. 479-480
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Curriculum issues in CS1 and CS2

Michela Pedroni, Bertrand Meyer:
The inverted curriculum in practice. 481-485
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Leen-Kiat Soh:
Incorporating an intelligent tutoring system into CS1. 486-490
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Hamzeh Roumani:
Practice what you preach: full separation of concerns in CS1/CS2. 491-494
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Tzu-Yi Chen, Alvaro E. Monge, Beth Simon:
Relationship of early programming language to novice generated design. 495-499
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Computer games in the curriculum

Jessica D. Bayliss, Sean Strout:
Games as a "flavor" of CS1. 500-504
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Mark C. Lewis, Berna L. Massingill:
Graphical game development in CS2: a flexible infrastructure for a semester long project. 505-509
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Ian Parberry, Max B. Kazemzadeh, Timothy Roden:
The art and science of game programming. 510-514
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Ethics in CS education

A. T. Chamillard:
Introductory game creation: no programming required. 515-519
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Michael J. Quinn:
Case-based analysis: a practical tool for teaching computer ethics. 520-524
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Fred G. Martin, Sarah Kuhn:
Computing in context: integrating an embedded computing project into a course on ethical and societal issues. 525-529
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Anne Gates Applin:
A learner-centered approach to teaching ethics in computing. 530-534
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Richard G. Epstein:
An ethics and security course for students in computer science and information technology. 535-537
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Artificial intelligence

David R. Musicant:
A data mining course for computer science: primary sources and implementations. 538-542
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Roxanne L. Canosa:
Image understanding as a second course in AI: preparing students for research. 543-547
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Michael R. Scheessele, Thomas Schriefer:
Poker as a group project for artificial intelligence. 548-552
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Daniel B. Waegel, April Kontostathis:
TextMOLE: text mining operations library and environment. 553-557
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Panel session

Mary J. Granger, Guy-Alain Amoussou, Miguel A. Labrador, Sue Perry, Kelly M. Van Busum:
Research experience for undergraduates: successes and challenges. 558-559
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Kris Powers, Paul Gross, Steve Cooper, Myles F. McNally, Kenneth J. Goldman, Viera K. Proulx, Martin C. Carlisle:
Tools for teaching introductory programming: what works? 560-561
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Special session

Nick Parlante, Steven A. Wolfman, Lester I. McCann, Eric Roberts, Chris Nevison, John Motil, Jerry Cain, Stuart Reges:
Nifty assignments. 562-563
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Bill La Barge:
Make it Look real, make it look cool. 564
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