SIGCSE 1994: Phoenix, Arizona, USA

• John T. Paxton, Rockford J. Ross, J. Denbigh Starkey:
  A methodology for teaching an integrated computer science curriculum. 1-5
  
• Russell L. Shackelford, Richard J. LeBlanc:
  Integrating "depth first" and "breadth first" models of computing curricula. 6-10
  
• Allen B. Tucker, Peter Wegner:
  New directions in the introductory computer science curriculum. 11-15
  
• James S. Collofello, Manmahesh Kantipudi, Mark A. Kanko:
  Assessing the software process maturity of software engineering courses. 16-20
  
• Rym Mili, Ali Mili:
  Teaching a first course on data structures: a software engineering approach. 21-25
  
• Adam Rifkin:
  Teaching parallel programming and software engineering concepts to high school students. 26-30
  
• Robert M. Harlan:
  The Automated Student Advisor: a large project for expert systems courses. 31-35
  
• Giorgio P. Ingargiola, Nathan Hoskin, Robert M. Aiken, Rajeev V. Dubey, Judith D. Wilson, Mary-Angela Papalaskari, Margaret Christensen, Roger Webster:
  A repository that supports teaching and cooperation in the introductory AI course. 36-40
  
• Paul A. Luker, Dennis Rothermel:
  The philosophy of artificial intelligence: a general studies course with particular benefits to computer science majors. 41-45
  
• Thomas L. Naps, Brian Swander:
  An object-oriented approach to algorithm visualization - easy, extensible, and dynamic. 46-50
  
• Rick Decker, Stuart Hirshfield:
  The top 10 reasons why object-oriented programming can't be taught in CS 1. 51-55
  
• Paul A. Luker:
  There's more to OOP than syntax! 56-60
  
• Richard Rasala, Viera K. Proulx, Harriet J. Fell:
  From animation to analysis in introductory computer science. 61-65
  
• Stephen Shum, Curtis R. Cook:
  Using literate programming to teach good programming practices. 66-70
  
• Lisa M. Levy Kortright:
  From specific problem instances to algorithms in the introductory course. 71-75
  
• William Myers:
  Instructional uses of demonstration disks. 76-79
  
• Mack Thweatt:
  CSI closed lab vs. open lab experiment. 80-82
  
• Dave A. Berque, Jeff Bogda, Brian Fisher, Tim Harrison, Nick Rahn:
  The KLYDE workbench for studying experimental algorithm analysis. 83-87
  
• John R. Rabung:
  Introducing computer concepts to novices by "practical" immersion. 88-91
  
• Nira Herrmann, Jeffrey L. Popyack:
  An integrated, software-based approach to teaching introductory computer programming. 92-96
  
• Barry S. Fagin:
  Two years of "The Digital World": portable courseware for technological literacy. 97-101
  
• Henry A. Etlinger, Michael J. Lutz:
  Professional literacy: labs for advanced programming courses. 102-105
  
• James Robergé, Candice Suriano:
  Using laboratories to teach software engineering principles in the introductory computer science curriculum. 106-110
  
• Thomas J. Scott, Lee H. Tichenor, Ralph B. Bisland Jr., James H. Cross II:
  Team dynamics in student programming projects. 111-115
  
• Richard T. Denman, David A. Naumann, Walter Potter, Gary Richter:
  Derivation of programs for freshmen. 116-120
  
• Kung-Kiu Lau, Vicky J. Bush, Pete J. Jinks:
  Towards an introductory formal programming course. 121-125
  
• Ryan L. McFall, Herbert L. Dershem:
  Finite state machine simulation in an introductory lab. 126-130
  
• Michael Goldweber, John Barr, Chuck Leska:
  A new perspective on teaching computer literacy. 131-135
  
• Joseph L. Zachary:
  Tutorial-based teaching of introductory programming classes. 136-140
  
• David M. Arnow:
  Teaching programming to liberal arts students: using loop invariants. 141-144
  
• Evelyn P. Rozanski:
  Accreditation: does it enhance quality? 145-149
  
• Greg W. Scragg, Doug Baldwin, Hans Koomen:
  Computer science needs an insight-based curriculum. 150-154
  
• John C. Knight, Jane C. Prey, William A. Wulf:
  Undergraduate computer science education: a new curriculum philosophy & overview. 155-159
  
• Robert L. Tureman Jr.:
  Computing laboratories and the small community college: defining the directed computing laboratory in the small college computing environment. 160-163
  
• Robert Geitz:
  Concepts in the classroom, programming in the lab. 164-168
  
• S. Ron Oliver, John Dalbey:
  A software development process laboratory for CS1 and CS2. 169-173
  
• David Finkel, Surendar Chandra:
  NetCp - a project environment for an undergraduate computer networks course. 174-177
  
• David Magagnosc:
  Simulation in computer organization: a goals based study. 178-182
  
• Michael Gschwind:
  Reprogrammable hardware for educational purposes. 183-187
  
• Ben A. Calloni, Donald J. Bagert:
  ICONIC programming in BACCII vs. textual programming: which is a better learning environment? 188-192
  
• Chris Buckalew, Alan Porter:
  The lecturer's assistant. 193-197
  
• William A. Waller:
  A framework for CS1 and CS2 laboratories. 198-202
  
• Charles Prince, Roger L. Wainwright, Dale A. Schoenefeld, Travis Tull:
  GATutor: a graphical tutorial system for genetic algorithms. 203-207
  
• Stephen A. Blythe, Michael C. James, Susan H. Rodger:
  LLparse and LRparse: visual and interactive tools for parsing. 208-212
  
• Patrick Heck:
  Dynamic programming for pennies a day. 213-217
  
• Ursula Wolz, Edward Conjura:
  Integrating mathematics and programming into a three tiered model for computer science education. 223-227
  
• Sami Khuri:
  Intractability: a geometric representation. 228-232
  
• Judith L. Gersting:
  A software engineering "frosting" on a traditional CS-1 course. 233-237
  
• Owen L. Astrachan:
  Self-reference is an illustrative essential. 238-242
  
• Kim B. Bruce:
  Attracting (& keeping) the best and the brightest: an entry-level course for experienced introductory students. 243-247
  
• Barbara Kushan:
  Preparing programming teachers. 248-252
  
• Debra A. Lelewer:
  A seminar course in computer ethics. 253-257
  
• Valerie A. Clarke, G. Joy Teague:
  A psychological perspective on gender differences in computing participation. 258-262
  
• Thomas Moore, Michael R. Wick, Blaine Peden:
  Assessing student's critical thinking skills and attitudes toward computer science. 263-267
  
• Marguerite Hafen:
  Developing writing skills in computer science students. 268-270
  
• Antonio M. Lopez Jr., Kenneth C. Messa Jr.:
  An undergraduate research program in multi-paradigm software design. 271-275
  
• Paul T. Tymann, Doug Lea, Rajendra K. Raj:
  Developing an undergraduate software engineering program in a liberal arts college. 276-280
  
• Adam Rifkin:
  eText: an interactive environment for learning parallel programming. 281-285
  
• David Finkel, Chet Hooker, Scott Salvidio, Mark Sullivan, Christopher Thomas:
  Teaching C++ to high school students. 286-289
  
• Doug Baldwin, Greg W. Scragg, Hans Koomen:
  A three-fold introduction to computer science. 290-294
  
• Alan W. Biermann, Amr F. Fahmy, Curry I. Guinn, David Pennock, Dietolf Ramm, Peter Wu:
  Teaching a hierarchical model of computation with animation software in the first course. 295-299
  
• Richard E. Pattis:
  Teaching EBNF first in CS 1. 300-303
  
• Roberta Evans Sabin, Edward P. Sabin:
  Collaborative learning in an introductory computer science course. 304-308
  
• Craig E. Wills, David Finkel, Michael A. Gennert, Matthew O. Ward:
  Peer learning in an introductory computer science course. 309-313
  
• Sarah L. Sullivan:
  Reciprocal peer reviews. 314-318
  
• Rajiv Tewari, David Gitlin:
  On object-oriented libraries in the undergraduate curriculum: importance and effectiveness. 319-323
  
• Richard C. Holt:
  Introducing undergraduates to object orientation using the Turing language. 324-328
  
• Glenn Meter, Philip Miller:
  Engaging students and teaching modern concepts: literate, situated, object-oriented programming. 329-333
  
• Donald H. House, David Levine:
  The art and science of computer graphics: a very depth-first approach to the non-majors course. 334-338
  
• Sami Khuri, Jason Williams:
  Understanding the bottom-up SLR parser. 339-343
  
• Stephen J. Hartley:
  Animating operating systems algorithms with XTANGO. 344-348
  
• Constantine Katsinis:
  The development of a multi-processor personal computer in a senior computer design laboratory. 349-352
  
• R. James Duckworth:
  Introducing parallel processing concepts using the MASPAR MP-1 computer. 353-356
  
• David J. John:
  NSF supported projects: parallel computation as an integrated component in the undergraduate curriculum in computer science. 357-361
  
• Joe Kmoch, Mark Stehlik:
  The creation and use of scoring standards (rubrics): experiences with the advanced placement computer science exam (abstract). 362-363
  
• Barbara Boucher Owens, Robert D. Cupper, Stuart Hirshfield, Walter Potter, Richard M. Salter:
  New models for the CS1 course: what are they and are they leading to the same place? 364-365
  
• Viera K. Proulx, Harriet J. Fell, Richard Rasala, Johannes A. G. M. Koomen, Carol W. Wilson:
  Using graphical presentation techniques in closed laboratory exercises (abstract). 366
  
• Louise E. Moses, Rachell D. Isles, Frances Grundy, Danielle R. Bernstein, Valerie A. Clarke, G. Joy Teague:
  Too few women! Too few minorities! What can we do? (abstract). 367-368
  
• Henry MacKay Walker, Kim B. Bruce, James Bradley, Tom Whaley:
  Describing the CS forest to undergraduates (abstract). 369-370
  
• Gail Chapman, Sarah Fix, Owen L. Astrachan, Joseph W. Kmoch, Michael J. Clancy:
  Case studies in the advanced placement computer science curriculum (abstract). 371
  
• Dale Shaffer, George J. Davis, Keith Jolly, Martyn Roberts, Miriam Roy:
  Opportunities in international teacher exchanges (abstract). 372
  
• Dave Cook, Eugene Bingue:
  Tutorial introduction to Ada 9X (abstract). 373
  
• David Arnow, Owen L. Astrachan, James D. Kiper, Robert Workman, Paula A. Whitlock, Brent Auernheimer, John E. Rager:
  Themes and tapestries: a diversity of approaches to computer science for liberal arts students. 374-375
  
• Mary J. Granger, Mary R. Vorgert, Joyce Currie Little, Lois Zells:
  Creating an I-CASE environment: pitfalls and promises (abstract). 376-377
  
• Douglas R. Troeger:
  Tutorial-formal methods in the first course (abstract). 378
  
• John Impagliazzo, J. Dennis Bjornson, Dennis J. Frailey, Jeanette Horan, Gerald H. Thomas:
  An industry perspective on computer science accreditation (abstract). 379-380
  
• David G. Kay, Terry Scott, Peter Isaacson, Kenneth A. Reek:
  Automated grading assistance for student programs. 381-382
  
• A. Michael Berman, Rick Decker, Dung X. Nguyen, Richard J. Reid, Eugene Wallingford:
  Using C++ in CS1/CS2. 383-384
  
• John W. McCormick, Fintan Culwin, Nicholas J. DeLillo, Michael B. Feldman, Richard E. Pattis, Walter J. Savitch:
  Teaching Ada by the book: the pedagogy of Ada in CS1. 385-386
  
• Steven Epstein, Marla Fischer, Forouzan Golshani, Catherine Ricardo:
  Multimedia across the disciplines. 387-388
  
• Ernest A. Kallman, John P. Grillo:
  Teaching ethics in IS courses (abstract): everything you always wanted to know but were afraid to ask. 389
  
• Sandra DeLoatch, Ernest C. Ackermann, John I. A. Urquhart, Lynn Ziegler:
  Scaling up computer science with efficient learning (abstract). 390-391
  
• Renée A. McCauley, Evans J. Adams, Donald Gotterbarn, Linda M. Northrop, Hossein Saiedian, Stuart H. Zweben:
  Organizational issues in teaching project-oriented software engineering courses (abstract). 392-393
  
• David W. Brown, Michael A. Sheets, Randy L. Myers, Jeremy A. Freed, Allan Cameron, Patricia Amavisca, Theresa Cuprak, Brian Pollack, Chris Stephenson:
  A tale of two high school computer science programs and how the ACM model high school computer science curriculum may shape their future (abstract). 394-395
  
• Stuart Hirshfield, Owen L. Astrachan, John Barr, Karen Donnelly, David Levine, Mark McGinn:
  Object-oriented programming (abstract): how to "scale up" CS 1. 396
  
• Thomas J. Scott, Ralph B. Bisland Jr., Lee H. Tichenor, James H. Cross II:
  Handling interpersonal issues for student team projects. 397-398
  
• Chris Nevison:
  Teaching parallel computing on a message-passing architecture (abstract). 399
  
• Philip Miller, Michael J. Clancy, Andrea A. diSessa, Jeremy Roschelle, Michael Eisenberg, Mark Guzdial, Elliot Soloway, Mitchel Resnick:
  The future of programming instruction (abstract). 400
  
• James Caristi, Nell B. Dale, Bill Marion, A. Joe Turner:
  Assessment in computer science (abstract). 401-402
  
• Karl J. Klee, Richard H. Austing, Robert D. Campbell, Joyce Currie Little:
  Articulation: who needs it? your students do! (abstract). 403
  
• Wayne D. Smith:
  A laboratory to support a first course in data communications using personal computers and Turbo Pascal (abstract). 404
  
• Keith Barker, Andrew P. Bernat, Robert D. Cupper, Charles Kelemen, Allen B. Tucker:
  Class testing the breadth-first curriculum: summary results for courses I-IV (abstract). 405-406
  
• Wendy A. Lawrence-Fowler, Richard H. Fowler:
  An environment for CS integrating hypertext, program design and language facilities (abstract). 407
  
• David Hastings:
  A scalable approach to integrating object oriented programming into the undergraduate liberal arts curriculum (abstract). 407
  
• Akhtar Lodgher, Hisham Al-Haddad:
  A practical approach for teaching reuse in a data structures course using Ada (abstract). 407
  
• David K. Walker, Hamid Chahryar, James W. Moore, David S. Tucker:
  Computer science lecture room demonstration experiment in event counting (abstract). 408
  
• Peter G. Jessup:
  Teaching parallel computing with Multi-Pascal (abstract). 408
  
• Jim Green, Stacey B. Zaremba:
  A target tracking system applied to swimming rats: an interdisciplinary project in computer science and psychology (abstract). 408
  
• Myles F. McNally:
  Visualization of sorting algorithms (abstract). 408
  
• Anthony D. Berard Jr.:
  Using the TOPAS solid modeling and animation system to animate science models (abstract). 409
  
• Vicki L. Almstrum, Cheng-Chih Wu, Debra Burton:
  A resource for research in computer science education: the CSedRes toolbox (abstract). 409
  
• Harry F. Smith:
  In pursuit of parallelism (abstract). 409
  
• Daniel E. Nohl:
  Using profiling to analyze algorithms (abstract). 409
  
• David W. Brown:
  High school participation in the Association for Computing Machinery (abstract). 410
  
• Matthew A. Ford, Elise N. Cassidente, J. Suzanne Rothrock, David W. Brown, Daniel Miller:
  The role of gender in high school computer mediated communication (abstract). 410
  
• Marc W. Brooks, John R. Chang, Ryan C. Horner, David W. Brown:
  Analysis of personal mail attributes in a computer mediated communication environment (abstract). 410
  
• Michael A. Sheets, Michael A. Vance, Jeremy A. Freed, David W. Brown:
  Compuquake: upheaval of a virtual community (abstract). 410
  

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