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ORCIDSIGCSE 1992: Kansas City, Missouri, USA
- Nell B. Dale:
Proceedings of the 23rd SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1992, Kansas City, Missouri, USA, March 5-6, 1992. ACM 1992, ISBN 0-89791-468-6 - Daniel D. McCracken:
Programming languages in the computer science curriculum. 1-4 - Juan Alvarez Rubio:
A first computing course based on curricula 1991. 5-8 - Sukhen Dey, Lawrence R. Mand:
Current trends in computer science curriculum: a survey of four-year programs. 9-14 - David G. Kay:
A balanced approach to first-year computer science. 15-18 - Margaret S. Wu:
The practical need for fourth normal form. 19-23 - Billy B. L. Lim, Richard Hunter:
DBTool: a graphical database design tool for an introductory database course. 24-27 - Darleen V. Pigford:
The documentation and evaluation of team-oriented database projects. 28-33 - David R. Falconer, Martin David Katz:
Building an infrastructure to support writing across the computer science curriculum. 34-37 - Vianney Côté, Guy Custeau:
An integrating pedagogical tool based on writing articles. 38-41 - Douglas D. Bickerstaff, Judith D. Kaufman:
Improving student writing skills: inter-departmental collaborations. 42-45 - Chris McDonald:
Teaching concurrency with Joyce and Linda. 46-52 - James D. Mooney:
A course in software portability. 53-56 - James D. Kiper, Michael J. Lutz, Henry A. Etlinger:
Undergraduate software engineering laboratories: a progress report from two universities. 57-62 - J. Paul Myers Jr.:
Men supporting women computer science students. 63-66 - G. Joy Teague:
Raising the self confidence and self esteem of final year female students prior to job interviews. 67-71 - J. Morgan Morris:
The effects of an introductory computer course on the attitudes of older adults towards computers. 72-75 - Robert M. Aiken, Dean Allemang, Thomas Wehrle:
Designing laboratory modules for novices in an undergraduate AI course track: artificial intelligence. 76-80 - Lawrence J. Mazlack, Roger Alan Pick, Paul Tudor, Wallace R. Wood:
Developing expertise in expert system development by developing prototypes for actual commercial applications. 81-86 - Adel M. Abunawass:
Biologically based machine learning paradigms: an introductory course. 87-91 - Wing Cheung Tam:
Teaching loop invariants to beginners by examples. 92-96 - A. Michael Berman:
Class discussion by computer: a case study. 97-101 - Doug Baldwin, Johannes A. G. M. Koomen:
Using scientific experiments in early computer science laboratories. 102-106 - Owen L. Astrachan:
On finding a stable roommate, job, or spouse: a case study crossing the boundaries of computer science courses. 107-112 - Betty W. Hwang, Andrew B. Whinston, Wilhelmina C. Savenye:
Management information systems curricula in the United States and the Republic of China: a comparative study. 113-122 - Adnan H. Yahya:
Local considerations in computer science curricula development. 123-128 - L. S. Tang:
A CPU scheduling simulation from structured programming to object-oriented design. 129-133 - David Bellin:
A seminar course in object oriented programming. 134-137 - Mark Temte:
A compiler construction project for an object-oriented language. 138-141 - J. Stanley Warford:
Good pedagogical random number generators. 142-146 - Roger L. Wainwright:
Introducing functional programming in discrete mathematics. 147-152 - John F. Cigas:
The art of the state. 153-156 - Mark Newsome, Cherri M. Pancake:
A graphical computer simulator for systems programming courses. 157-162 - Rosalee Nerheim-Wolfe:
Providing a laboratory for instruction set design. 163-167 - William T. Neumann, Marvin C. Woodfill:
A multi-disciplinary approach for digital systems design curricula. 168-172 - Catherine C. Bareiss:
An introductory course on the use of operating systems. 173-175 - Stephen J. Hartley:
Experience with the language SR in an undergraduate operating systems course. 176-180 - Larry Hughes:
Teaching operating systems using Turbo C. 181-186 - Marsha Meredith:
Introducing parallel computing into the undergraduate computer science curriculum: a progress report. 187-191 - Richard J. Reid:
A laboratory for building computers. 192-196 - Michael Magee, Sue Englert:
An interdisciplinary course in digital image processing. 197-201 - Donna M. Kaminski:
Introducing the fuzzy paradigm using Prolog. 202-206 - Barry L. Kurtz, John B. Johnston:
Using the Synthesizer-Generator to teach principles of programming language semantics. 207-212 - K. N. King:
The evolution of the programming languages course. 213-219 - Michael J. Clancy, Marcia C. Linn:
Case studies in the classroom. 220-224 - Richard K. Brewer:
Down with polynomial addition! 225-229 - James Robergé:
Creating programming projects with visual impact. 230-234 - Harriet G. Taylor, C. Dianne Martin:
The impact of new accreditation and certification standards for secondary computer science teachers on university computer science departments. 235-239 - Marion Cohen, Marilyn Foster, David Kratzer, Patricia Malone, Ann Solem:
Get high school students hooked on science with a challenge. 240-245 - Brad Hartfield, Terry Winograd, John Bennett:
Learning HCI design: mentoring project groups in a course on human-computer interaction. 246-251 - David G. Kay:
A course in computer law. 252-254 - James L. Wolfe:
Reviving systems programming. 255-258 - Martin Osborne:
APPGEN: a tool for teaching systems analysis and design. 259-263 - David K. Walker, Hamid Chahryar, Jamil Chaudri, Akhtar Lodgher, Elias Majdalani, David S. Tucker:
Lectureroom demonstration of serial data communications. 264-267 - Michael J. Wise
:
Detection of similarities in student programs: YAP'ing may be preferable to plague'ing. 268-271 - Mary Lou Dorf:
Backtracking the rat way. 272-275 - Michael B. Feldman:
The portable dining philosophers: a movable feast of concurrency and software engineering. 276-280 - D. J. John:
Integration of parallel computation into introductory computer science. 281-285 - Emilio Luque, Remo Suppi, Joan Sorribes:
A quantitative approach for teaching parallel computing. 286-298 - Dino Schweitzer:
Designing interactive visualization tools for the graphics classroom. 299-303 - G. Scott Owen:
Teaching computer graphics using RenderMan. 304-308 - Allan L. Fisher, Thomas R. Gross:
Teaching empirical performance analysis of parallel programs. 309-313
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