SIGCSE 1987: St. Louis, Missouri, USA

• Mary Sumner:
  The senior information systems design project seminar. 2-8
  
• Darleen V. Pigford:
  A management system for monitoring and assessing the group-oriented database project. 9-18
  
• Bogdan D. Czejdo, Marek Rusinkiewicz:
  Query generation in an instructional database management system. 19-25
  
• Judith D. Wilson:
  Entity-relationship diagrams and English: an analysis of some problems encountered in a database design course. 26-35
  
• Gayle J. Yaverbaum:
  An evaluation of a realistic approach to MIS. 36-39
  
• Joseph W. Jr. Trigg:
  Teaching personal computer Cobol with Watcom Cobol. 40-43
  
• Richard E. Pattis:
  Abstraction in Pascal: data and control. 44-57
  
• Wing C. Tam, Michael Erlinger:
  On the teaching of Ada in an undergraduate computer science curriculum. 58-61
  
• Verlynda Dobbs:
  A comparison of concurrent languages: a class project. 62-66
  
• Robert Trenary:
  A project centered programming language course. 67-69
  
• Scott Sigman:
  Mathematics support for computing degrees: a small college perspective. 70-75
  
• Bill Mein:
  Issuing each undergraduate student a personal computer: living with it for three years. 76-78
  
• Mark Smotherman:
  On the use of naming and binding in early courses. 79-83
  
• Roger L. Wainwright, Dale A. Schoenefeld:
  Advanced placement-plus in computer science: a summer institute at the University of Tulsa. 84-91
  
• Dean Sanders, Janet Hartman:
  Assessing the quality of programs: a topic for the CS2 course. 92-96
  
• John R. Pugh, Wilf R. LaLonde, David A. Thomas:
  Introducing object-oriented programming into the computer science curriculum. 98-102
  
• Ted Tenny:
  Leadership style vs. succssus in student chief programmer teams. 103-114
  
• Barry L. Kurtz, Joseph J. Pfeiffer Jr.:
  A course project to design and implement the kernel of a real-time operating system. 115-119
  
• Judith Bayard Cushing:
  The business of computers: education for software engineering. 120-126
  
• Jane M. Fritz:
  A pragmatic approach to systems analysis and design. 127-131
  
• Amos O. Olagunju, Elvis Borders:
  Using emulators as vehicles for instruction in systems programming: prospective consideration. 132-135
  
• Richard G. Epstein, Robert M. Aiken, Glenn Snelbecker, Jane Potosky:
  Retraining high school teachers to teach computer science - observations on the first course. 136-140
  
• Ivan B. Liss, Thomas C. McMillan:
  Fractals with turtle graphics: a CS2 programming exercise for introducing recursion. 141-147
  
• R. Waldo Roth, Arthur White:
  Dealing with disparate audiences in computer science courses using a project group within a traditional class. 148-154
  
• James S. Jones:
  Participatory teaching methods in computer science. 155-160
  
• Henry S. Austin:
  Predictors of Pascal programming achievement for community college students. 161-164
  
• Albert L. Crawford:
  Functional programming for freshman computer science majors. 165-169
  
• Linda L. Deneen:
  The contour model as an instructional tool in elementary computer science courses. 170-178
  
• Judith D. Wilson:
  A Socratic approach to helping novice programmers debug programs. 179-182
  
• Peter Henderson:
  Modern introductory computer science. 183-190
  
• Jeffrey A. Brumfield:
  Concurrent programming in Modula-2. 191-200
  
• Daniel A. Cañas:
  Graphos: a graphic operating system. 201-205
  
• John L. Donaldson:
  Teaching operating systems in a virtual machine environment. 206-211
  
• James L. Wolfe:
  Operating system projects on two simulated machines. 212-216
  
• Charles M. Shub:
  The decline and fall of Operating Systems I. 217-220
  
• James S. Collofello:
  Teaching technical reviews in a one-semester software engineering course. 222-227
  
• Doris L. Carver:
  Recommendations for software engineering education. 228-232
  
• James Calhoun:
  Distribution of software engineering concepts beyond the software engineering course. 233-237
  
• John G. Meinke:
  Augmenting a software engineering projects course with oral and written communication. 238-243
  
• William J. Joel:
  Realistic student projects. 244-247
  
• Karl Rehmer:
  A course in computer systems planning. 248-252
  
• Roger E. Franklin Jr.:
  What academic impact are high school computing courses having on the entry-level college computer science curriculum? 253-256
  
• Ian H. Witten:
  A course on "expert systems" for electrical engineering students. 257-260
  
• I-Ping Chu, Richard Johnsonbaugh:
  Tiling and recursion. 261-263
  
• C. T. Zahn:
  Bubble reflections. 264-266
  
• G. Michael Barnes, Gary A. Kind:
  Visual simulations of data structures during lecture. 267-276
  
• Walter E. Brown:
  A case study of programming with abstract data types in a data structures course. 277-291
  
• William G. Bulgren, Rose M. Marra, Gregory F. Wetzel:
  An introductory algorithm teacher. 292-296
  
• Bruce R. Maxim, Bruce S. Elenbogen:
  Teaching programming algorithms aided by computer graphics. 297-301
  
• David A. Scanlan:
  Data-structures students may prefer to learn algorithms using graphical methods. 302-307
  
• Elena Giannotti:
  Algorithm animator: a tool for programming learning. 308-314
  
• Dennis S. Martin:
  A miniLISP interpreter. 316-318
  
• Ralph M. Butler, Selden Y. Trimble, Ralph W. Wilkerson:
  A logic programming model of the game of sprouts. 319-323
  
• Gregers Koch:
  Prolog in the automation of the semantic component. 324-329
  
• Kirk L. Malmrose, Robert P. Burton:
  File processing and the undergraduate computer science curriculum. 330-335
  
• Janet Hartman, Carol Chrisman:
  Providing activities for students to apply data structures concepts. 336-342
  
• Lillian N. Cassel:
  Networking elements in a files course. 343-345
  
• Ivan B. Liss, Thomas C. McMillan:
  Trees - a CS2 programming project which introduces a data type using procedural and data abstraction. 346-352
  
• Scott N. Woodfield, Gordon E. Stokes, Vern J. Crandall:
  On-campus cooperative education. 353-356
  
• Michael Uram, Robert J. McGlinn:
  Student file management under Primos. 357-360
  
• Ernest Ferguson:
  Conference grading of computer programs. 361-365
  
• Carol Chrisman, Barbara Beccue:
  Evaluating students in systems development group projects. 366-373
  
• G. Scott Owen:
  Using Ada on microcomputers in the undergraduate curriculum. 374-377
  
• Richard Gayer, Catherine M. Beise, G. Scott Owen:
  Conversion of a PDP-11/40 assembler and simulator from mainframe Pascal to Ada on IBM PC microcomputers. 378-381
  
• Mario A. Figueroa:
  The control of a toy robot ARM: a real time programming experience. 382-385
  
• Trevor Lukey, Kenneth D. Loose, David R. Hill:
  Implementation of a debugging aid for logic errors in Pascal programs. 386-390
  
• Brian D. Monahan:
  Computer science as the focus of a secondary school magnet program. 393-394
  
• Joseph W. Rigler:
  Extra-disciplinary curriculum: analysis of the presentation of legal materials to computer science students. 395-399
  
• Nancy L. Hagelhans:
  A computer science/mathematics major for liberal arts colleges. 400-402
  
• H. Willis Means:
  A content analysis of six introduction to computer science textbooks. 403-413
  
• Angela B. Shiflet:
  A historical perspective for teaching. 413-414
  
• Alan L. Tharp:
  Let's motivate]. 415-422
  
• Jeff D. Parker, G. Michael Schneider:
  Problems with and proposals for service courses in computer science. 423-427
  
• John L. Donaldson:
  MicMac: a microprogram simulator for courses in computer organization. 428-431
  
• William F. Decker:
  Making concepts and phenomena visual in machine and assembly language programming. 432-441
  
• Franklin Prosser, David Winkel:
  Teaching digital hardware by using complex lab projects. 442-445
  
• Karen A. Lemone:
  A multi-purpose language processing laboratory. 446-450
  
• Robert H. Greenfield, John H. Parr:
  Laboratories for an undergraduate course in data communications and networks. 451-454
  
• Mark Temte:
  An application to support a course in numerical analysis. 455-461
  
• Janet M. Cook:
  Defining ethical and unethical student behaviors using departmental regulations and sanctions. 462-468
  
• David Ballew:
  An industrial advisory council for a computer science department: a case study. 469-472
  
• Robert L. Holliday, Lowell A. Carmony:
  A scheduling problem: modeling, approximate algorithms, and implementation. 473-480
  
• Elizabeth A. Unger, Charles M. Hassett, Constanza Castro:
  IS and MIS: a compromise? 483-489
  
• Joan Pierson, Jack D. Shorter:
  Trends in hardware and software usage in introductory database courses. 490-494
  
• Osvaldo Laurido-Santos:
  An updated information systems curriculum: first revision. 495-498
  
• Gene Bailey:
  Spreadsheets and databases - alternatives to programming for non-computer science majors. 499-503
  
• John T. Peterson:
  Goals for and lessons from a computer literacy course. 504-507
  
• V. Arnie Dyck, James P. Black, Shirley L. Fenton:
  Beyond traditional computer literacy. 508-512
  
• Clark B. Archer:
  A Monte Carlo comparison of the binary and interpolation search algorithms. 513-515
  
• Don C. Stone:
  A modular approach to program visualization in computer science instruction. 516-522
  
• Barbee Mynatt Teasley, Laura M. Leventhal:
  Profile of undergraduate software engineering courses: results from a survey. 523-528
  
• Dale K. Hockensmith:
  Coordination of systems development courses. 529-531
  
• Gene L. Fisher:
  Student-oriented features of an interactive programming environment. 532-537
  

Last update Fri May 25 08:37:22 2012 CET by the DBLP Team — Data released under the ODC-BY 1.0 license — See also our legal information page