SIGCSE 1992: Kansas City, Missouri, USA

• 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 C. 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 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
  
• J. 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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