9. ITiCSE 2004: Leeds, UK

• Dave Cliff:
  Teaching about natural systems, the next generation of computers, and the generation after that? 1
  
• Keith Mander:
  Back to the future? 2
  
• Susan Stepney:
  Teaching post-classical computation: (extended abstract). 3
  

Teaching advanced CS topics

• D. Robert Adams, Christian Trefftz:
  Using XML in a compiler course. 4-6
  
• Carlos Iván Chesñevar, María Paula González, Ana Gabriela Maguitman:
  Didactic strategies for promoting significant learning in formal languages and automata theory. 7-11
  
• Michael J. Jipping, Andrew J. Kalafut, Nathan Kooistra, Kathleen Ludewig:
  Investigating wired and wireless networks using a java-based programmable sniffer. 12-16
  
• Michal Armoni, Judith Gal-Ezer:
  On the achievements of high school students studying computational models. 17-21
  
• Kwok-Bun Yue, Wei Ding:
  Design and evolution of an undergraduate course on web application development. 22-26
  

Online and electronic learning

• Claus Pahl, Ronan Barrett, Claire Kenny:
  Supporting active database learning and training through interactive multimedia. 27-31
  
• Julia Coleman Prior, Raymond Lister:
  The backwash effect on SQL skills grading. 32-36
  
• Judy Sheard:
  Electronic learning communities: strategies for establishment and management. 37-41
  
• Liz Minton, Roger D. Boyle, Vania Dimitrova:
  If diversity is a problem could e-learning be part of the solution?: a case study. 42-46
  
• Chew Swee Cheng, Chris Beaumont:
  Evaluating the effectiveness of ICT to support globally distributed PBL teams. 47-51
  

Teaching programming

• Mordechai Ben-Ari, Jorma Sajaniemi:
  Roles of variables as seen by CS educators. 52-56
  
• Marja Kuittinen, Jorma Sajaniemi:
  Teaching roles of variables in elementary programming courses. 57-61
  
• David Ginat:
  Embedding instructive assertions in program design. 62-66
  
• Michael Blumenstein, Steve Green, Ann Nguyen, Vallipuram Muthukkumarasamy:
  An experimental analysis of GAME: a generic automated marking environment. 67-71
  

CS education research 1

• Adrian Parkinson, James A. Redmond, Cathal Walsh:
  Accommodating field-dependence: a cross-over study. 72-76
  
• Andreas Kerren:
  Generation as method for explorative learning in computer science education. 77-81
  
• David Ginat:
  Do senior CS students capitalize on recursion? 82-86
  
• Ulf Melin, Stefan Cronholm:
  Project oriented student work: learning & examination. 87-91
  

Teaching elementary topics

• Raymond Lister, Ilona Box, Briana B. Morrison, Josh D. Tenenberg, Suzanne Westbrook:
  The dimensions of variation in the teaching of data structures. 92-96
  
• Atif Waraich:
  Using narrative as a motivating device to teach binary arithmetic and logic gates. 97-101
  
• Orna Muller, Bruria Haberman, Haim Averbuch:
  (An almost) pedagogical pattern for pattern-based problem-solving instruction. 102-106
  
• Lasse Natvig, Steinar Line:
  Age of computers: game-based teaching of computer fundamentals. 107-111
  
• Renzo Davoli:
  Teaching operating systems administration with user mode linux. 112-116
  

On-line feedback & assessment

• David Heaney, Charlie Daly:
  Mass production of individual feedback. 117-121
  
• Jirarat Sitthiworachart, Mike Joy:
  Effective peer assessment for learning computer programming. 122-126
  
• Adel M. Abunawass, Will Lloyd, Edwin Rudolph:
  COMPASS: a CS program assessment project. 127-131
  
• Chin-Yeh Wang, Gwo-Dong Chen:
  Extending e-books with annotation, online support and assessment mechanisms to increase efficiency of learning. 132-136
  
• John English:
  Automated assessment of GUI programs using JEWL. 137-141
  

Advanced CS 2

• Henrik Bærbak Christensen:
  Frameworks: putting design patterns into perspective. 142-145
  
• John Fisher, John L. Lowther, Ching-Kuang Shene:
  Curve and surface interpolation and approximation: knowledge unit and software tool. 146-150
  
• Sylvia Stuurman, Gert Florijn:
  Experiences with teaching design patterns. 151-155
  
• John Hamer:
  An approach to teaching design patterns using musical composition. 156-160
  
• Richard C. Thomas, Rebecca Mancy:
  Use of large databases for group projects at the nexus of teaching and research. 161-165
  

CS education research 2

• Peter McKenna, Ben Laycock:
  Constructivist or instructivist: pedagogical concepts practically applied to a computer learning environment. 166-170
  
• Vennila Ramalingam, Deborah LaBelle, Susan Wiedenbeck:
  Self-efficacy and mental models in learning to program. 171-175
  
• Brian Hanks, Charlie McDowell, David Draper, Milovan Krnjajic:
  Program quality with pair programming in CS1. 176-180
  
• Tamar Paz, Tami Lapidot:
  Emergence of automated assignment conceptions in a functional programming course. 181-185
  

Cirricula issues

• Maarten van Veen, Fred Mulder, Karel Lemmen:
  What is lacking in curriculum schemes for computing/informatics? 186-190
  
• Yifat Ben-David Kolikant, Sarah Pollack:
  Community-oriented pedagogy for in-service CS teacher training. 191-195
  
• John F. Dooley:
  Moving to CC2001 at a small college. 196-198
  
• John Paxton, Karim Heredia:
  Providing curricular assistance to a third world university computer science department. 199-202
  

Technology in CS education

• Roberto E. Lopez-Herrejon, Morrie Schulman:
  Using interactive technology in a short java course: an experience report. 203-207
  
• Rocky K. C. Chang:
  Teaching computer networking with the help of personal computer networks. 208-212
  
• Beth Simon, Ruth E. Anderson, Crystal Hoyer, Jonathan Su:
  Preliminary experiences with a tablet PC based system to support active learning in computer science courses. 213-217
  
• Guido Rößling, Christoph Trompler, Max Mühlhäuser, Susanne Köbler, Susanne Wolf:
  Enhancing classroom lectures with digital sliding blackboards. 218-222
  
• Shazia Wasim Sadiq, Maria E. Orlowska, Wasim Sadiq, Joe Y.-C. Lin:
  SQLator: an online SQL learning workbench. 223-227
  

The relationship between CS education research and the SIGCSE community

• Michael Goldweber, Martyn Clark, Sally Fincher, Arnold Pears:
  The relationship between CS education research and the SIGCSE community. 228-229
  

What do we mean by theoretically sound research in computer science education?

• Mordechai Ben-Ari, Anders Berglund, Shirley Booth, Christian Holmboe:
  What do we mean by theoretically sound research in computer science education? 230-231
  

Poster session 1

• Blaise W. Liffick:
  Introducing assistive technology in an HCI course. 232
  
• Emily Oh Navarro, André van der Hoek:
  SimSE: an educational simulation game for teaching the Software engineering process. 233
  
• Lillian N. Cassel, Edward A. Fox:
  Sharing the wealth: publishing electronic resources. 234
  
• Ann M. Quade:
  Promoting undergraduate research: a classroom model. 235
  
• Noa Ragonis:
  A refreshing approach to an academic seminar course. 236
  
• Chuck Leska, John R. Rabung:
  Learning O-O concepts in CS I using game projects. 237
  

Poster session 2

• John Impagliazzo, John A. N. Lee:
  Using history to enhance computing courses. 238
  
• Douglas E. Harms:
  A virtual reality simulator of the ENIAC. 239
  
• Ela Zur, Tamar Vilner:
  Teaching certificate in computer science: didactics workshop. 240
  
• Cristiana Rita Alfonsi, Nello Scarabottolo, Dino Pedreschi, Maria Simi:
  IT4PS: information technology for problem solving. 241
  
• Norman Powell, David J. Moore, John Gray, Janet Finlay, John Reaney:
  Dyslexia and learning computer programming. 242
  

Poster session 3

• L. March To:
  Determinants affecting organizations' intent to adopt e-tailing: a study based on innovation theories. 243
  
• Guido Rößling, Henning Bär, Max Mühlhäuser:
  Interaction support in large-scale lectures. 244
  
• Erik Larsson, Anders Larsson:
  Student-oriented examination in a computer architecture course. 245
  
• Tamar Benaya, Ela Zur:
  Can students improve their undergraduate schievements and get accepted to graduate school? 246
  
• Giovanni M. Bianco, Simonetta Tinazzi:
  In the realm of si piuh. 247
  
• Colin B. Price, John Price:
  Common environment for undergraduate computer programming. 248
  
• Lindsey Ford:
  Managing the programming tail. 249
  
• William Fone:
  Design of MCQ test. 250
  

Poster session 4

• Mordechai Ben-Ari:
  A suite of tools for teaching concurrency. 251
  
• Richard Borge:
  Teaching OOP: experimental studies. 252
  
• Charles Boisvert:
  eL-CID: communicating iterative program design. 253
  
• Marc Conrad, Tim French:
  Using the synergies between the object-oriented paradigm and mathematics in joint mathematics/computer science programs. 254
  
• Vladimir Nodelman:
  OOP via C++, C#...? 255
  
• James H. Paterson, John Haddow:
  Approaches to object persistence in java projects. 256
  
• Donald Joyce, Alison Young:
  Addressing professional issues at postgraduate level. 257
  

Poster session 5

• Steve Cunningham, Ernest L. McDuffie, Harriet G. Taylor:
  The US national science foundation and the ITiCSE effort. 258
  
• Martha J. Kosa, Mark A. Boshart:
  Treemap visualizations for CS2. 259
  
• Sita Ramakrishnan, Ashley Cambrell:
  Service based framework for knowledge portals. 260
  
• Mohamed Hamada, Kazuhiko Shiina:
  A classroom experiment for teaching automata. 261
  
• Eduardo Argollo, Mauricio Hanzich, Diego Mostaccio, Germán Bianchini, Paula Cecilia Fritzsche, Ferran Bonàs, Emilio Luque, Juan C. Moure, Dolores Rexachs:
  Graduate students learning strategies through research collaboration. 262
  
• Chuck Leska:
  Introducing undergraduates to programming using robots in the general education curriculum. 263
  
• Günter Tusch, Paul Leidig, Greg Wolffe, David Elrod, Carl Strebel:
  Technology infrastructure supporting a medical & bioinformatics masters degree. 264
  

Demonstrations session 1

• Andrés Moreno, Niko Myller, Mordechai Ben-Ari, Erkki Sutinen:
  Program animation in jeliot 3. 265
  
• Amruth Kumar:
  Web-based tutors for learning programming in C++/Java. 266
  

Demonstrations session 2

• Giuliano Pacini, Giuseppe Fiorentino, Annalina Fabrizio:
  Learning problem solving with spreadsheet and database tools. 267
  
• Lindsey Ford:
  A learning object generator for programming. 268
  

Demonstrations session 3

• Adel M. Abunawass:
  COMPASS: a CS program assessment project. 269
  
• Lillian N. Cassel, Edward A. Fox, Jan Lee, Manuel A. Pérez-Quiñones, Deborah Knox, John Impagliazzo, C. Lee Giles:
  Using CITIDEL to develop and share class plans. 270
  

Demonstrations session 4

• Mark Dixon:
  A single CASE environment for teaching and learning. 271
  
• Mark Ratcliffe, Jonathan Holloway, Wayne Ellis:
  Enhancing student learning through collaboration. 272
  

Tips and techniques

• Blaise W. Liffick:
  An assistive technology project for an HCI course. 273
  
• David B. Sher:
  A simple implementation of a queue with a circularly linked list. 274
  
• Judith Gal-Ezer, Dvir Lanzberg, Daphna Shahak:
  Interesting basic problems for CS1. 275
  
• Judith Gal-Ezer, Dvir Lanzberg, Daphna Shahak:
  Introducing undecidability. 276
  
• Stuart Garner:
  The use of a code restructuring tool in the learning of programming. 277
  
• Kumiko Tanaka-Ishii, Kazuhiko Kakehi, Masato Takeichi:
  EMMA: a web-based report system for programming course--automated verification and enhanced feedback. 278
  
• James H. Paterson, John Haddow:
  A proposed design patterns extension for the blueJ IDE. 279
  
• Michal Armoni:
  Reductive thinking: how to teach it? 280
  

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