SIGCSE 1993: Indianapolis, Indiana, USA

• Lowell A. Carmony, Robert L. Holliday:
  An example from artificial intelligence for CS1. 1-5
  
• Martin Ruckert, Richard Halpern:
  Educational C. 6-9
  
• John Bergin, Stuart Greenfield:
  Teaching parameter passing by example using thunks in C and C++. 10-14
  
• Spiros Mancoridis, Richard C. Holt, David A. Penny:
  A "curriculum-cycle" environment for teaching programming. 15-19
  
• Norman Neff:
  A logic programming environment for teaching mathematical concepts of computer science. 20-24
  
• Bruce R. Maxim:
  Programming languages-comparatively speaking. 25-29
  
• Rodney S. Tosten:
  Using a model railroad system in an artificial intelligence and operating systems course. 30-32
  
• James L. Noyes:
  Teaching AI: a breadth-first approach. 33-37
  
• Michele R. LaRusch:
  Teaching artificial intelligence as the year 2000 approaches. 38-42
  
• Carl Erickson:
  USENET as a teaching tool. 43-47
  
• Vivek Khera, Owen L. Astrachan, David Kotz:
  The internet programming contest: a report and philosophy. 48-52
  
• Angel Syang, Nell B. Dale:
  Computerized adaptive testing in computer science: assessing student programming abilities. 53-56
  
• Thomas B. Hilburn:
  A top-down approach to teaching an introductory computer science course. 58-62
  
• Thomas K. Moore:
  Scientific investigation in a breadth-first approach to introductory computer science. 63-67
  
• Ann E. Fleury:
  Evaluating discrete mathematics exercises. 73-77
  
• Dale A. Schoenefeld, Roger L. Wainwright:
  Integration of discrete mathematics topics into the secondary mathematics curriculum using Mathematica: a summer institute for high school teachers. 78-82
  
• Susan Bridges:
  Graphics assignments in discrete mathematics. 83-86
  
• David D. Langan:
  A multi-purpose dataflow simulator. 87-90
  
• Jacek Olszewski:
  CSP laboratory. 91-95
  
• Janet Hartman, Dean Sanders:
  Data parallel programming: a transition from serial to parallel computing. 96-100
  
• Martin Osborne, James L. Johnson:
  An only undergraduate course in object-oriented technology. 101-106
  
• Martin L. Barrett:
  A hypertext module for teaching user interface design. 107-111
  
• Evans J. Adams:
  A project-intensive software design course. 112-116
  
• Eric S. Roberts:
  Using C in CS1: evaluating the Stanford experience. 117-121
  
• Richard E. Pattis:
  The "procedures early" approach in CS 1: a heresy. 122-126
  
• V. Arnie Dyck:
  Emphasizing the process in delivering CS-1. 127-130
  
• Linda A. Curl, Brent J. Hussin:
  Introductory computing: a new approach. 131-135
  
• Jeffrey L. Popyack, Nira Herrmann:
  Mail merge as a first programming language. 136-140
  
• David G. Kay:
  An honors computer science seminar for undergraduate non-majors. 141-144
  
• B. Lewis Barnett III:
  An Ethernet performance simulator for undergraduate networking. 145-150
  
• Robert A. Pilgrim:
  Design and construction of the Very Simple Computer (VSC): a laboratory project for an undergraduate computer architecture course. 151-154
  
• Donald J. Ewing:
  Microcomputer systems I: a computer science and engineering capstone course. 155-159
  
• Judith D. Wilson, Nathan Hoskin, John T. Nosek:
  The benefits of collaboration for student programmers. 160-164
  
• Ian H. Witten, Timothy C. Bell:
  Getting research students started: a tale of two courses. 165-169
  
• Richard Louis Weis, Judith L. Gersting:
  A course on professionalism in the undergraduate CS curriculum. 170-174
  
• Angela Goh, Peng-Chor Leong:
  Laboratories and other educational experiences based on Curricula '91. 175-179
  
• Bruce Cowley, Greg W. Scragg, Doug Baldwin:
  Gateway laboratories: integrated, interactive learning modules. 180-184
  
• Joseph E. Lang, Barbara A. Smith:
  Scheduled supervised laboratories in CS1: a comparative analysis. 185-188
  
• Leon E. Winslow:
  Problem specification with action machines. 189-192
  
• Hossein Saiedian:
  Towards more formalism in software engineering education. 193-197
  
• Alan Fekete:
  Reasoning about programs: integrating verification and analysis of algorithms into the introductory programming course. 198-202
  
• Russell C. Kick, F. Stuart Wells:
  Women in computer science. 203-207
  
• G. Joy Teague, Valerie A. Clarke:
  Attracting women to tertiary computing courses. 208-212
  
• Conrad Mueller, Sheila Rock, Ian Sanders:
  An improved first year course taking into account third world students. 213-217
  
• Richard Rybacki, Kay A. Robbins, Steven Robbins:
  Ethercom: a studyof audio processes and synchronization. 218-222
  
• Joel C. Adams:
  The design and implementation of a Unix classroom. 223-227
  
• Chi Fai Ho, Christopher L. Morgan, István Simon:
  An advanced classroom computing environment and its applications. 228-231
  
• Matthew C. Clarke:
  Possible models diagrams: a visual alternative to truth tables. 232-236
  
• Robin Trahan, Susan H. Rodger:
  Simulation and visualization tools for teaching parallel merge sort. 237-241
  
• Margaret Christensen, Michael Giamo, Trevor H. Jones:
  Support for teaching the design and implementation of multimedia/hypermedia systems. 242-245
  
• Richard A. Brown:
  A software testbed for advanced projects in real-time and distributed computing. 247-250
  
• Edward Amoroso:
  A graduate course in computing security technology. 251-255
  
• Sub Ramakrishnan, Ann-Marie Lancaster:
  Operating Systems Projects: linking theory, practice and use. 256-260
  
• David B. Levine:
  Dealing with different levels of abstraction in a data structures course. 261-264
  
• Richard J. Reid:
  The object oriented paradigm in CS 1. 265-269
  
• Rick Decker, Stuart Hirshfield:
  Top-down teaching: object-oriented programming in CS 1. 270-273
  
• Harriet G. Taylor, Katharine M. Paine:
  An interdisciplinary approach to the development of writing skills in computer science students. 274-278
  
• Gary McDonald, Merry McDonald:
  Developing oral communication skills of computer science undergraduates. 279-282
  
• Sarah L. Sullivan:
  A software project management course role-play-team-project approach emphasizing written and oral communication skills. 283-287
  
• Arthur M. Riehl, Daniel P. Friedman, Brian Harvey, Simon M. Kaplan, Richard M. Salter, George Springer:
  Using SCHEME in the introductory computer science curriculum (abstract). 288
  
• Teri Perl, Dennis Bybee, Carol E. Edwards, Coco Conn:
  ACM task force report on K-12 education and technology (abstract). 289
  
• Susan Marie Harrington, Charles Kelemen, Rachelle S. Heller, Sandoval Melim, Ellen Spertus:
  Creating an environment for the success of women students in undergraduate, co-ed computer science programs (abstract). 290
  
• Barry L. Kurtz, Nell B. Dale, Jerry Engel, Jim Miller, Keith Barker, Harriet G. Taylor:
  Evaluating effectiveness in computer science education. 293
  
• Vicki L. Almstrum, Anita Borg, J. Paul Myers Jr.:
  Improving mentoring for women in computer science fields (abstract). 294
  
• Dalton Hunkins, Steven K. Andrianoff, Rosalee Nerheim-Wolfe, Thomas L. Naps:
  Computer graphics across the CS curriculum (abstract). 295
  
• Elizabeth S. Adams, Rachelle S. Heller, Elliot Soloway, Barbee Mynatt Teasley:
  Here comes the multimedia generation! Ready? or not? (abstract). 297
  
• Angela B. Shiflet, Scott R. Cannon, Terry J. Frederick, Janet Hartman, Marsha Meredith, Chris Nevison, Dean Sanders:
  Approaches to teaching parallel processing on the undergraduate level (abstract). 298
  
• Suzanne E. Gladfelter, William C. Harris, Karl J. Klee:
  Successful associate degree programs in the computing sciences. 299
  
• Paul M. Leidig, Mary J. Granger, Asad Khailany, Joan Pierson, Dean Sanders:
  Information systems curriculum (abstract): where we should be going? 300
  
• Rhys Price Jones, Doug Cooper, Daniel P. Friedman, Richard C. Holt, Peter Robinson:
  Issues in the choice of programming language for CS 1 (abstract). 301
  
• Karl J. Klee, John Impagliazzo:
  Final report (abstract): curricula for two-year degree programs in computer sciences, and computing and engineering technology. 302
  
• Antonio M. Lopez Jr., Gerald L. Engel, Herbert L. Dershem, Santa Wiltz:
  Research experience for undergraduates (abstract). 303
  
• Thomas J. Scott, Richard B. Voss, Cherri M. Pancake:
  Teaching an ethics component to computer science majors (abstract). 304
  
• Vicki L. Almstrum, Debra Burton, Cheng-Chih Wu:
  Research methods in computer science education. 306
  
• Judith L. Gersting, Frank H. Young, Eric Tinsley, Helen Hays, Anthony Schaeffer:
  Bringing the industry view of software engineering to the classroom. 307
  
• Michael J. Clancy, Richard E. Pattis, Mark Stehlik:
  Approaches to programming assignments in CS 1 and CS 2. 308
  
• Susan M. Merritt, Charles J. Bruen, J. Philip East, Darlene Grantham, Charles Rice, Viera K. Proulx, Gerry Segal, Carol E. Wolf:
  ACM model high school computer science curriculum (abstract). 309
  
• Richard H. Austing, Therese Jones:
  Final report: curricula for two-year college task force subgroup: computing for other disciplines. 310
  
• Richard G. Epstein:
  The power of OOPS (abstract): heterogeneous data structures in C++. 311
  

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