SIGCSE 1996: Philadelphia, Pennsylvania, USA

• Darrah Chavey:
  Songs and the analysis of algorithms. 4-8
  
• Richard T. Denman:
  Derivation of recursive algorithms for CS2. 9-13
  
• Bruce S. Elenborgen:
  Parallel and distributed algorithms: laboratory assignments in Joyce/Linda. 14-18
  
• James H. Cross II, Thomas M. Phillips:
  Successfully integrating traditional and object-oriented approaches with Ada 95. 19-23
  
• Kenneth A. Reek:
  Teaching inheritance versus inclusion to first year computer science students. 24-26
  
• Eugene Wallingford:
  Toward a first course based on object-oriented patterns. 27-31
  
• Mei-Ling L. Liu, Lori Blanc:
  On the retention of female computer science students. 32-36
  
• Marian Gunsher Sackrowitz, Ann Parker Parelius:
  An unlevel playing field: women in the introductory computer science courses. 37-41
  
• Gloria Childress Townsend:
  Viewing video-taped role models improves female attitudes toward computer science. 42-46
  
• Arturo I. Concepcion, David R. Millican:
  Developing the VLSI laboratory for the computer architecture course. 47-52
  
• Brenda C. Parker, Peter G. Drexel:
  A system-based sequence of closed labs for computer systems organization. 53-57
  
• R. Mark Meyer:
  CANLOGS: a logic gate simulator for all seasons. 58-62
  
• Christopher Connelly, Alan W. Biermann, David Pennock, Peter Wu:
  Home-study software: flexible, interactive, and distributed software for independent study. 63-67
  
• Raymond P. Kirsch:
  Teaching OLE automation: a problem-based learning approach. 68-72
  
• Tanya J. McGill, Valerie Hobbs:
  A supplementary package for distance education students studying introductory programming. 73-77
  
• Joel C. Adams:
  Object-centered design: a five-phase introduction to object-oriented programming in CS1-2. 78-82
  
• Michael Kölling, John Rosenberg:
  An object-oriented program development environment for the first programming course. 83-87
  
• Mark Woodman, Gordon Davies, Simon Holland:
  The joy of software - starting with objects. 88-92
  
• Alan David Fekete:
  Preparation for research: instruction in interpreting and evaluating research. 93-97
  
• Kay G. Schulze, Frances S. Grodzinsky:
  Teaching ethical issues in computer science: what worked and what didn't. 98-101
  
• Mats Daniels, Judith Gal-Ezer, Ian Sanders, G. Joy Teague:
  Teaching computer science: experience from four continents. 102-106
  
• Sally Jo Cunningham:
  Internet-accessible information retrieval tools for advanced DB/IR courses. 107-111
  
• Suzanne W. Dietrich, Susan Darling Urban:
  Database theory in practice: learning from cooperative group projects. 112-116
  
• Don Goelman:
  The INGRES Tutorial as a tool in teaching database theory (or, I can't believe it's not training). 117-119
  
• Linda M. Null:
  Applying TQM in the computer science classroom. 120-124
  
• Kenneth A. Reek:
  A software infrastructure to support introductory computer science courses. 125-129
  
• Michael J. Wise:
  YAP3: improved detection of similarities in computer program and other texts. 130-134
  
• Christopher M. Boroni, Torlief J. Eneboe, Frances W. Goosey, Jason A. Ross, Rockford J. Ross:
  Dancing with DynaLab: endearing the science of computing to students. 135-139
  
• Clifford A. Shaffer, Lenwood S. Heath, Jun Yang:
  Using the Swan data structure visualization system for computer science education. 140-144
  
• Laszlo Szuecs:
  Creating Windows applications using Borland's OWL classes. 145-149
  
• Thomas B. Hilburn:
  Inspections of formal specifications. 150-154
  
• Henry McLoughlin, Kevin Hely:
  Teaching formal programming to first year computer science students. 155-159
  
• Rhys Price Jones, Fritz Ruehr, Richard M. Salter:
  Web-based laboratories in the introductory curriculum enhance formal methods. 160-164
  
• Toby Berk:
  A simple student environment for lightweight process concurrent programming under SunOs. 165-169
  
• William L. Bynum, Tracy Camp:
  After you, Alfonse: a mutual exclusion toolkit. 170-174
  
• Murray W. Goldberg:
  CALOS: an experiment with computer-aided learning for operating systems. 175-179
  
• Mordechai Ben-Ari:
  Using inheritance to implement concurrency. 180-184
  
• A. Michael Berman, Robert C. Duvall:
  Thinking about binary trees in an object-oriented world. 185-189
  
• Michael Kölling, John Rosenberg:
  Blue - language for teaching object-oriented programming. 190-194
  
• Curtis A. Carver, Richard A. Howard, William D. Lane:
  A methodology for active, student-controlled learning: motivating our weakest students. 195-199
  
• James D. Kiper, Valerie V. Cross, Diane Delisio, Ann E. Kelley Sobel, Douglas Troy:
  Perspectives on assessment through teaching portfolios in computer science. 200-203
  
• Harriet J. Fell, Viera K. Proulx, John Casey:
  Writing across the computer science curriculum. 204-209
  
• Massood Towhidnejad, James R. Aman:
  Software engineering emphasis in advanced courses. 210-213
  
• Mary Lou Dorf, Gerald R. Heuring:
  Nightmare on Westwood Avenue: product development laboratory: success, failure, both, neither??? 214-216
  
• Robert Biddle, Ewan D. Tempero:
  Explaining inheritance: a code reusability perspective. 217-221
  
• Doug Baldwin:
  Discovery learning in computer science. 222-226
  
• Richard A. Howard, Curtis A. Carver, William D. Lane:
  Felder's learning styles, Bloom's taxonomy, and the Kolb learning cycle: tying it all together in the CS2 course. 227-231
  
• Tim DeClue:
  Object-orientation and the principles of learning theory: a new look at problems and benefits. 232-236
  
• Roy J. Daigle, Michael V. Doran, J. Harold Pardue:
  Integrating collaborative problem solving throughout the curriculum. 237-241
  
• Renée A. McCauley, Ursula Jackson, Bill Z. Manaris:
  Documentation standards in the undergraduate computer science curriculum. 242-246
  
• Charles Reynolds, Christopher J. Fox:
  Requirements for a computer science curriculum emphasizing information technology: subject area curriculum issues. 247-251
  
• Richard F. Gilberg, Behrouz A. Forouzan:
  Comparison of student success in Pascal and C-language curriculums. 252-255
  
• David Ginat:
  Efficiency of algorithms for programming beginners. 256-260
  
• Adam Brooks Webber:
  The Pascal Trainer. 261-265
  
• David H. Hutchens, Elizabeth E. Katz:
  Using iterative enhancement in undergraduate software engineering courses. 266-270
  
• Ann E. Kelley Sobel:
  Experience integrating a formal method into a software engineering course. 271-274
  
• Val E. Veraart, S. L. Wright:
  Supporting software engineering education with a local Web site. 275-279
  
• Tomohiro Nishida, Akinori Saitoh, Yoshihiro Tsujino, Nobuki Tokura:
  Lecture supporting system by using e-mail and WWW. 280-284
  
• John T. Paxton:
  Webucation: using the Web as a classroom tool. 285-289
  
• David Carlson, Mark Guzdial, Colleen M. Kehoe, Viren Shah, John T. Stasko:
  WWW interactive learning environments for computer science education. 290-294
  
• Alan David Fekete, Tony Greening:
  Designing closed laboratories for a computer science course. 295-299
  
• Stephen N. Freund, Eric S. Roberts:
  Thetis: an ANSI C programming environment designed for introductory use. 300-304
  
• Thomas L. Naps, Jeremy Stenglein:
  Tools for visual exploration of scope and parameter passing in a programming languages course. 305-309
  
• Catherine C. Bareiss:
  A semester project for CS1. 310-314
  
• Martin L. Barrett:
  Emphasizing design in CS1. 315-318
  
• Todd J. Feldman, Julie Zelenski:
  The quest for excellence in designing CS1/CS2 assignments. 319-323
  
• Anthony C. L. Barnard, Barrett R. Bryant, Warren T. Jones, Kevin D. Reilly:
  A computer science undergraduate specialization in telecommunications and computer networking. 324-328
  
• Terry Grygiel, Aaron Myers, Greg Arnold, William Breen:
  Protocols and network architecture: a first course in data communications and computer networks. 329-332
  
• Chris McDonald:
  User-level distributed file systems projects. 333-337
  
• Susan S. Brilliant, Timothy R. Wiseman:
  The first programming paradigm and language dilemma. 338-342
  
• Chuck Leska, John Barr, Laurie A. Smith King:
  Multiple paradigms in CS I. 343-347
  
• Amruth N. Kumar:
  Fork diagrams for teaching selection in CS I. 348-352
  
• Carl Erickson:
  The EOS laboratory environment for a course in operating systems. 353-357
  
• David A. Goldman, Richard R. Eckert, Maxine S. Cohen:
  Three-dimensional computation visualization for computer graphics rendering algorithms. 358-362
  
• Harry F. Smith, Patrick Plusnick, Mark E. Sarojak, William Seitz:
  Image processing as an exemplar of parallelism applied to graphics. 363-367
  
• Sue Fitzgerald, Mary Lou Hines:
  The computer science fair: an alternative to the computer programming contest. 368-372
  
• Susan H. Rodger, Ellen Lowenfeld Walker:
  Activities to attract high school girls to computer science. 373-377
  
• Martina Schollmeyer:
  Computer programming in high school vs. college. 378-382
  

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