SIGCSE 2002:
Cincinnati, Kentucky, USAJudith L. Gersting , Henry MacKay Walker , Scott Grissom (Eds.):
Proceedings of the 33rd SIGCSE Technical Symposium on Computer Science Education, 2002, Cincinnati, Kentucky, USA, February 27 - March 3, 2002.
ACM 2002, ISBN 1-58113-473-8 Aha! an illuminating perspective
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Robotics
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Frank Klassner :
A case study of LEGO Mindstorms' suitability for artificial intelligence and robotics courses at the college level.
8-12
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New courses
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James L. Noyes :
A first course in computational science: (why a math book isn't enough).
18-22
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Mary Micco ,
Hart Rossman :
Building a cyberwar lab: lessons learned: teaching cybersecurity principles to undergraduates.
23-27
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Troy Vasiga :
What comes after CS 1 + 2: a deep breadth before specializing.
28-32
CS education research
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conf/sigcse/McDowellWBF02 export record as
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Integrating empirical methods into CS
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Internet-centric computing in the CS curriculum
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conf/sigcse/HickeyKWBME02
Taking advantage of National Science Foundation funding opportunities
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Visualization
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conf/sigcse/Hamilton-TaylorK02 export record as
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Michael T. Grinder :
Animating automata: a cross-platform program for teaching finite automata.
63-67
Curriculum development
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John A. N. Lee :
Internationalization of the curriculum report of a project within computer science.
68-72
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Gender/diversity
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Undergraduate computational science and engineering programs and courses
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conf/sigcse/TurnerSCSPV02
Mathematics preparation for an undergraduate degree in CS
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conf/sigcse/ElenbogenLEMHNT02
Tutorial on extreme programming
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Pedagogy
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Operating systems
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Object-oriented - 1
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conf/sigcse/AndrianoffL02 export record as
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Women, mathematics, and computer science
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conf/sigcse/HendersonPAHK02
Service learning in computer science and engineering
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Computational science and engineering:
tools and techniques for teaching
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conf/sigcse/CunninghamPST02
CS1 - Java
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David J. Barnes :
Teaching introductory Java through LEGO MINDSTORMS models.
147-151
Architecture
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Kevin Skadron :
A microprocessor survey course for learning advanced computer architecture.
152-156
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Hugh Osborne :
The postroom computer: teaching introductory undergraduate computer architecture.
157-161
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Computing Curricula 2001:
implementing the recommendations
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conf/sigcse/RobertsCDSS02
Preparing for information systems accreditation
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Architecture simulators
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Ewa Z. Bem :
Experiment-based project in undergraduate computer architecture.
171-175
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Non-yet majors
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Steve Cunningham :
Graphical problem solving and visual communication in the beginning computer graphics course.
181-185
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Susan H. Rodger :
Introducing computer science through animation and virtual worlds.
186-190
Teaching recursion
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Teaching internet technology
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Kevin Treu :
To teach the unteachable class: an experimental course in web-based application design.
201-205
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Incorporating Human-Computer Interaction into the undergraduate CS curriculum
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conf/sigcse/DouglasTLWM02
JAVA IDE's:
why and how we use what we do
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NSF graduate research fellowship program
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Jeffrey Johnson :
National Science Foundation Graduate Research Fellowship Program.
215-216
CS1
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Hamzeh Roumani :
Design guidelines for the lab component of objects-first CS1.
222-226
Software engineering - 1
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conf/sigcse/ChamillardB02 export record as
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Human-computer interfaces/graphs
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Using Visual Studio.Net in the classroom
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Rewrite cycles in CS courses:
experience reports
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The object is objects
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Managing large classes
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conf/sigcse/ChamillardM02 export record as
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Steven A. Wolfman :
Making lemonade: exploring the bright side of large lecture classes.
257-261
Database
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Thomas K. Moore :
Bringing the enterprise into a database systems course.
262-265
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Software engineering - 2
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Networking CS:
beyond the first course
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Using Visual Basic in the CS curriculum
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How to develop and grade an exam for 20, 000 students (or maybe just 200 or 20)
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Puzzles
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Object oriented - 2
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Distance learning
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Open source software:
intellectual challenges to the status quo
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Nifty assignments
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conf/sigcse/ParlanteERLGZ02
Algorithms
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Ian Sanders :
Teaching empirical analysis of algorithms.
321-325
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David Ginat :
On varying perspectives of problem decomposition.
331-335
Programming languages
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Ward Douglas Maurer :
The comparative programming languages course: a new chain of development.
336-340
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Saumya K. Debray :
Making compiler design relevant for students who will (most likely) never design a compiler.
341-345
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Concurrency
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Steven Robbins :
Exploration of process interaction in operating systems: a pipe-fork simulator.
351-355
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Kenneth A. Reek :
The well-tempered semaphore: theme with variations.
356-359
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Integrating security concepts into existing computing courses
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conf/sigcse/MullinsWFWCMO02
Industry in the ivory tower
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Stuart Reges :
SIGCSE 2002 forum: industry in the ivory tower.
367
SIGCSE committees:
a new initiative to support computing education through SIGCSE-member involvement
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Henry MacKay Walker :
SIGCSE 2002 forum: introducing SIGCSE committees: a new initiative to support computing education through SIGCSE-member involvement.
368
Teaching a software project course using the team software process
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Theory
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conf/sigcse/GrinderKLRW02 export record as
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CS2
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Tia Newhall ,
Lisa Meeden :
A comprehensive project for CS2: combining key data structures and algorithms into an integrated web browser and search engine.
386-390
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Alan Fekete :
Teaching data structures with multiple collection class libraries.
396-400
Networks
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William A. Shay :
A multiplatform/multilanguage client/server project.
401-405
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Greg Gagne :
To java.net and beyond: teaching networking concepts using the Java networking API.
406-410
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Joel C. Adams ,
David Vos :
Small-college supercomputing: building a Beowulf cluster at a comprehensive college.
411-415
Managing undergraduate CS research
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conf/sigcse/McGuffeeDLLLS02
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