SIGCSE 2005: St. Louis, Missouri, USA

Compiler technology

• Kim B. Bruce:
  Using abstractions to make concepts concrete. 1
  
• Sara Miner More, Tim Pevzner, Alin Deutsch, Scott B. Baden, Paul Kube:
  Building an XQuery interpreter in a compiler construction course. 2-6
  
• Tyson R. Henry:
  Teaching compiler construction using a domain specific language. 7-11
  
• Elizabeth L. White, Ranjan Sen, Nina Stewart:
  Hide and show: using real compiler code for teaching. 12-16
  

Accessibility

• Robert F. Cohen, Alexander V. Fairley, David Gerry, Gustavo R. Lima:
  Accessibility in introductory computer science. 17-21
  
• Susan M. Harrison:
  Opening the eyes of those who can see to the world of those who can't: a case study. 22-26
  
• Mary Anne L. Egan:
  Students with Asperger's syndrome in the CS classroom. 27-30
  

Teaching experimentation

• Robert Pastel:
  Integrating science and research in a HCI design course. 31-35
  
• Stuart A. Hansen:
  Interpreting Java program runtimes. 36-40
  
• Grant Braught:
  Teaching empirical skills and concepts in computer science using random walks. 41-45
  
• Eric S. Roberts, Kim B. Bruce, Robb Cutler, James H. Cross II, Scott B. Grissom, Karl Klee, Susan H. Rodger, Fran Trees, Ian Utting, Frank Yellin:
  The ACM java task force: status report. 46-47
  

Databases

• Thomas J. Marlowe, Cyril S. Ku, James W. Benham:
  Design patterns for database pedagogy: a proposal. 48-52
  
• Suzanne W. Dietrich, Susan Darling Urban, Hua Ma, Yang Xiao, Shama Patel:
  Exploring XML for data exchange in the context of an undergraduate database curriculum. 53-57
  
• Claire Kenny, Claus Pahl:
  Automated tutoring for a database skills training environment. 58-62
  

Contrasting women's experiences in computer science at different institutions

• Ela Zur, Lilly Irani, Lecia Jane Barker, Mark Guzdial:
  Contrasting women's experiences in computer science at different institutions. 63-64
  
• Lillian N. Cassel, Russell L. Shackelford, Robert H. Sloan:
  A synthesis and ontology of all of computing. 65-66
  

Networks

• Tamer Elsharnouby, A. Udaya Shankar:
  Using SeSFJava in teaching introductory network courses. 67-71
  
• Vishal D. Modak, David D. Langan, Thomas F. Hain:
  A pattern-based development tool for mobile agents. 72-75
  
• Martin Casado, Nick McKeown:
  The virtual network system. 76-80
  

Capstone projects

• William Combs, Robert K. Hawkins, Thomas Pore, Arik Schechet, Tim Wahls, Louis Ziantz:
  The course scheduling problem as a source of student projects. 81-85
  
• James Walden:
  A real-time information warfare exercise on a virtual network. 86-90
  
• Ian Parberry, Timothy Roden, Max B. Kazemzadeh:
  Experience with an industry-driven capstone course on game programming: extended abstract. 91-95
  

Computer organization

• Linda Null, Karishma Rao:
  CAMERA: introducing memory concepts via visualization. 96-100
  
• Cecile Yehezkel, Mordechai Ben-Ari, Tommy Dreyfus:
  Computer architecture and mental models. 101-105
  
• Craig B. Zilles:
  SPIMbot: an engaging, problem-based approach to teaching assembly language programming. 106-110
  

Instructional technologies

• Bhagyavati, Stan Kurkovsky, Christopher C. Whitehead:
  Using asynchronous discussions to enhance student participation in CS courses. 111-115
  
• Michelle Wilkerson, William G. Griswold, Beth Simon:
  Ubiquitous presenter: increasing student access and control in a digital lecturing environment. 116-120
  
• Charles Hannon, Manfred Huber, Lisa J. Burnell:
  Research to classroom: experiences from a multi-institutional course in smart home technologies. 121-125
  

Using history of computing to address problems and opportunities

• Orit Hazzan, John Impagliazzo, Raymond Lister, Shimon Schocken:
  Using history of computing to address problems and opportunities. 126-127
  
• Steve Cunningham:
  The voice of experience: national science foundation funded projects. 128-129
  
• Joseph Bergin, Clifton Kussmaul, Thomas Reichlmayr, James Caristi, Gary Pollice:
  Agile development in computer science education: practices and prognosis. 130-131
  

Software engineering projects

• Thomas P. Way:
  A company-based framework for a software engineering course. 132-136
  
• David Coppit, Jennifer M. Haddox-Schatz:
  Large team projects in software engineering courses. 137-141
  
• Marc Bernstein, Kelly M. FitzGerald, James P. Macdonell, Arturo I. Concepcion:
  AlgorithmA project: the ten-week mock software company. 142-146
  

Computer security

• Larry Gottschalk, Jigang Liu, Brahma Dathan, Sue Fitzgerald, Michael Stein:
  Computer forensics programs in higher education: a preliminary study. 147-151
  
• John Aycock, Ken Barker:
  Viruses 101. 152-156
  
• Patricia Y. Logan, Allen Clarkson:
  Teaching students to hack: curriculum issues in information security. 157-161
  

Algorithms and data structures

• Chris Okasaki:
  Alternatives to two classic data structures. 162-165
  
• G. Michael Barnes, John Noga, Peter D. Smith, Jeff Wiegley:
  Experiments with balanced-sample binary trees. 166-170
  
• Anany Levitin:
  Analyze that: puzzles and analysis of algorithms. 171-175
  

The first year: new ways to teach programming

• Martin C. Carlisle, Terry A. Wilson, Jeffrey W. Humphries, Steven M. Hadfield:
  RAPTOR: a visual programming environment for teaching algorithmic problem solving. 176-180
  
• Mark W. Bailey:
  IRONCODE: think-twice, code-once programming. 181-185
  
• Jens Bennedsen, Michael E. Caspersen:
  Revealing the programming process. 186-190
  

Challenges to computer science education research

• Vicki L. Almstrum, Orit Hazzan, Mark Guzdial, Marian Petre:
  Challenges to computer science education research. 191-192
  
• Steve Cunningham, Diana Gant, Harriet G. Taylor:
  Taking advantage of national science foundation funding opportunities. 193
  
• Bill Marion:
  Status report on the SIGCSE committee on the implementation of a discrete mathematics course. 194-195
  
• Mordechai Ben-Ari:
  The concorde doesn't fly anymore. 196
  

Software and techniques for upper level courses

• Sharon A. Stansfield:
  An introductory VR course for undergraduates incorporating foundation, experience and capstone. 197-200
  
• Tin-Tin Yu, John L. Lowther, Ching-Kuang Shene:
  Photon mapping made easy. 201-205
  
• Mark A. Holliday, Barry Wilkinson, Jeffrey House, Samir Daoud, Clayton Ferner:
  A geographically-distributed, assignment-structured undergraduate grid computing course. 206-210
  

On-line instruction

• Curt D. Hill, Brian M. Slator, Lisa M. Daniels:
  The grader in ProgrammingLand. 211-215
  
• Amruth N. Kumar:
  Results from the evaluation of the effectiveness of an online tutor on expression evaluation. 216-220
  
• Amer Diwan, Michele H. Jackson, William M. Waite, Jacob Dickerson:
  PL-detective: experiences and results. 221-225
  

Object-oriented design and testing

• Noa Ragonis, Mordechai Ben-Ari:
  On understanding the statics and dynamics of object-oriented programs. 226-230
  
• Vladimir L. Pavlov, Anton Yatsenko:
  "The Babel experiment": an advanced pantomime-based training in OOA&OOD with UML. 231-235
  
• Michael R. Wick, Daniel E. Stevenson, Paul J. Wagner:
  Using testing and JUnit across the curriculum. 236-240
  

The first year: new approaches

• Billy B. L. Lim, Chu Jong, Pruthikrai Mahatanankoon:
  On integrating web services from the ground up into CS1/CS2. 241-245
  
• Kim B. Bruce, Andrea Pohoreckyj Danyluk, Thomas P. Murtagh:
  Why structural recursion should be taught before arrays in CS 1. 246-250
  
• John P. Dougherty, David Wonnacott:
  Use and assessment of a rigorous approach to CS1. 251-255
  

Computer games and CS education: why and how

• Elizabeth Sweedyk, Marianne de Laet, Michael C. Slattery, James Kuffner:
  Computer games and CS education: why and how. 256-257
  

IT offshore outsourcing: impact on CS/IS curriculum

• Wing Huen, Ernest Ferguson, Peter B. Henderson, Clifton Kussmaul:
  IT offshore outsourcing: impact on CS/IS curriculum. 258-259
  

Outcomes-based computer science education

• Stephen Cooper, Lillian N. Cassel, Barbara Moskal, Steve Cunningham:
  Outcomes-based computer science education. 260-261
  

Courseware

• Chavdar Botev, Hubert Chao, Theodore Chao, Yim Cheng, Raymond Doyle, Sergey Grankin, Jon Guarino, Saikat Guha, Pei-Chen Lee, Dan Perry, Christopher Re, Ilya Rifkin, Tingyan Yuan, Dora Abdullah, Kathy Carpenter, David Gries, Dexter Kozen, Andrew C. Myers, David I. Schwartz, Jayavel Shanmugasundaram:
  Supporting workflow in a course management system. 262-266
  
• Melissa E. O'Neill:
  Automated use of a Wiki for collaborative lecture notes. 267-271
  
• Karen L. Reid, Gregory V. Wilson:
  Learning by doing: introducing version control as a way to manage student assignments. 272-276
  

Programming with images

• Daniel E. Stevenson, Michael R. Wick, Steven J. Ratering:
  Steganography and cartography: interesting assignments that reinforce machine representation, bit manipulation, and discrete structures concepts. 277-281
  
• Kenny Hunt:
  A Java framework for experimentation with steganography. 282-286
  
• Richard Wicentowski, Tia Newhall:
  Using image processing projects to teach CS1 topics. 287-291
  

Active and lab-based learning

• Matt Bower, Debbie Richards:
  The impact of virtual classroom laboratories in CSE. 292-296
  
• Leen-Kiat Soh, Ashok Samal, Suzette Person, Gwen Nugent, Jeff Lang:
  Closed laboratories with embedded instructional research design for CS1. 297-301
  
• Stephanie Ludi, Swaminathan Natarajan, Thomas Reichlmayr:
  An introductory software engineering course that facilitates active learning. 302-306
  

The first year: breadth first approaches

• Elise H. Turner, Roy M. Turner:
  Teaching entering students to think like computer scientists. 307-311
  
• Samuel A. Rebelsky:
  The new science students in too much, too soon an abbreviated, accelerated, constructivist, collaborative, introductory experience in CS. 312-316
  
• Charles Dierbach, Blair Taylor, Harry Zhou, Iliana Zimand:
  Experiences with a CS0 course targeted for CS1 success. 317-320
  

Using peer review in teaching computing

• Edward F. Gehringer, Donald D. Chinn, Manuel A. Pérez-Quiñones, Mark A. Ardis:
  Using peer review in teaching computing. 321-322
  
• Robert L. Scot Drysdale, Judith Hromcik, David Reed, Reg Hahne:
  The year in review: changes and lessons learned in the design and implementation of the AP CS exam in Java. 323-324
  

Teaching hands-on computer and information systems security despite limited resources

• Bhagyavati, Stephen O. Agyei-Mensah, Rose Shumba, Iretta B. C. Kearse:
  Teaching hands-on computer and information systems security despite limited resources. 325-326
  

Issues in secondary education & introductory programming

• James I. Hsia, Elspeth Simpson, Daniel Smith, Robert Cartwright:
  Taming Java for the classroom. 327-331
  
• Barbara Ericson, Mark Guzdial, Maureen Biggers:
  A model for improving secondary CS education. 332-336
  
• Alasdair McAndrew, Anne Venables:
  A "secondary" look at digital image processing. 337-341
  

Ethics and computing

• Richard J. Botting:
  Teaching and learning ethics in computer science: walking the walk. 342-346
  
• Mary Elaine Califf, Mary Goodwin:
  Effective incorporation of ethics into courses that focus on programming. 347-351
  
• Alton F. Sanders:
  A discussion format for computer ethics. 352-355
  

Non-major courses

• Mark E. Hoffman, David R. Vance:
  Computer literacy: what students know and from whom they learned it. 356-360
  
• Mark Guzdial, Andrea Forte:
  Design process for a non-majors computing course. 361-365
  
• Tammy Bailey, Jeffrey Forbes:
  Just-in-time teaching for CS0. 366-370
  
• Nick Parlante, David B. Levine, Steven K. Andrianoff, Aaron J. Gordon, Alyce Brady, Pamela A. Cutter, Paul Kube, Jefferson Ng, Richard E. Pattis:
  Nifty assignment. 371-372
  

Evaluating student work

• H. Chad Lane, Kurt VanLehn:
  Intention-based scoring: an approach to measuring success at solving the composition problem. 373-377
  
• J. Philip East, J. Ben Schafer:
  In-person grading: an evaluative experiment. 378-382
  
• Charlie Daly, Jane Horgan:
  Patterns of plagiarism. 383-387
  
• Anita Verno, Debbie Carter, Robb Cutler, Michelle Hutton, Lenny Pitt:
  Developing resources to support a national computer science curriculum for K-12. 388-389
  
• Joe Bergin, Kim B. Bruce, Michael Kölling:
  Objects-early tools: a demonstration. 390-391
  

Gender issues

• Sylvia Beyer, Michelle DeKeuster, Kathleen Walter, Michelle Colar, Christina Holcomb:
  Changes in CS students' sttitudes towards CS over time: an examination of gender differences. 392-396
  
• Carol Frieze:
  Diversifying the images of computer science: undergraduate women take on the challenge! 397-400
  
• Antonio M. Lopez Jr., Lisa J. Schulte, Marguerite S. Giguette:
  Climbing onto the shoulders of giants. 401-405
  
• Larisa Eidelman, Orit Hazzan:
  Factors influencing the shrinking pipeline in high schools: a sector-based analysis of the Israeli high school system. 406-410
  

The first year: studies of student performance

• Susan Bergin, Ronan Reilly:
  Programming: factors that influence success. 411-415
  
• Allison Elliott Tew, Charles Fowler, Mark Guzdial:
  Tracking an innovation in introductory CS education from a research university to a two-year college. 416-420
  
• Lecia Jane Barker, Kathy Garvin-Doxas, Eric S. Roberts:
  What can computer science learn from a fine arts approach to teaching? 421-425
  
• Tracy L. Lewis, Joe D. Chase, Manuel A. Pérez-Quiñones, Mary Beth Rosson:
  The effects of individual differences on CS2 course performance across universities. 426-430
  

Robotics

• Christian L. Jacobsen, Matthew C. Jadud:
  Towards concrete concurrency: occam-pi on the LEGO mindstorms. 431-435
  
• Judith Challinger:
  Efficient use of robots in the undergraduate curriculum. 436-440
  
• Robert M. Harlan, Shelley McClarigan:
  Creating emergent behaviors: two robotics labs that combine reactive behaviors. 441-445
  
• Jerry B. Weinberg, William W. White, S. Cem Karacal, George Engel, Ai-Ping Hu:
  Multidisciplinary teamwork in a robotics course. 446-450
  
• Owen L. Astrachan, Kim B. Bruce, Elliot B. Koffman, Michael Kölling, Stuart Reges:
  Resolved: objects early has failed. 451-452
  

Emerging areas in computer science education

• Amruth N. Kumar, Rose K. Shumba, Bina Ramamurthy, Lawrence D'Antonio:
  Emerging areas in computer science education. 453-454
  

Student teams

• Deborah Anne Trytten:
  A design for team peer code review. 455-459
  
• Debra L. Smarkusky, Richard F. Dempsey, Joan J. Ludka, Frouke de Quillettes:
  Enhancing team knowledge: instruction vs. experience. 460-464
  
• Dawn McKinney, Leo F. Denton:
  Affective assessment of team skills in agile CS1 labs: the good, the bad, and the ugly. 465-469
  
• Leland L. Beck, Alexander W. Chizhik, Amy C. McElroy:
  Cooperative learning techniques in CS1: design and experimental evaluation. 470-474
  
• Sally Fincher:
  SIGCSE special projects showcase. 475-476
  

Design patterns

• Dung Zung Nguyen, Mathias Ricken, Stephen B. Wong:
  Design patterns for parsing. 477-481
  
• Prasun Dewan:
  Teaching inter-object design patterns to freshmen. 482-486
  
• Michael R. Wick:
  Teaching design patterns in CS1: a closed laboratory sequence based on the game of life. 487-491
  
• Stephen Weiss:
  Teaching design patterns by stealth. 492-494
  

Assessing student learning

• Des Traynor, J. Paul Gibson:
  Synthesis and analysis of automatic assessment methods in CS1: generating intelligent MCQs. 495-499
  
• Gary D. Boetticher, Wei Ding, Charles Moen, Kwok-Bun Yue:
  Using a pre-assessment exam to construct an effective concept-based genetic program for predicting course success. 500-504
  
• Leen-Kiat Soh, Ashok Samal, Suzette Person, Gwen Nugent, Jeff Lang:
  Designing, implementing, and analyzing a placement test for introductory CS courses. 505-509
  
• Laurie Murphy, Renée McCauley, Suzanne Westbrook, Timothy V. Fossum, Susan M. Haller, Briana B. Morrison, Brad Richards, Kate Sanders, Carol Zander, Ruth E. Anderson:
  A multi-institutional investigation of computer science seniors' knowledge of programming concepts. 510-514
  

Systems-level programming

• Steven Robbins:
  An address translation simulator. 515-519
  
• Jason Nieh, Chris Vaill:
  Experiences teaching operating systems using virtual platforms and linux. 520-524
  
• Joel C. Adams, W. David Laverell:
  Configuring a multi-course lab for system-level projects. 525-529
  
• John W. McCormick:
  We've been working on the railroad: a laboratory for real-time embedded systems. 530-534
  

New curricular directions

• Gary Lewandowski, Elizabeth Johnson, Michael Goldweber:
  Fostering a creative interest in computer science. 535-539
  
• James B. Fenwick Jr., Barry L. Kurtz:
  Intra-curriculum software engineering education. 540-544
  
• Ron Coleman, Mary Krembs, Alan Labouseur, Jim Weir:
  Game design & programming concentration within the computer science curriculum. 545-550
  
• David G. Kay, André van der Hoek, Debra J. Richardson:
  Informatics: a focus on computer science in context. 551-555
  
• David Ginat, Richard J. Anderson, Daniel D. Garcia, Richard Rasala:
  Randomness and probability in the early CS courses. 556-557
  

The many facets of diversity

• Jack Beidler, Hilary J. Holz, Ken Yasuhara, Evans J. Adams:
  The many facets of diversity. 558-559
  
• Stu Zweben, Han Reichgelt, Gayle J. Yaverbaum:
  Computing accreditation: a new criteria structure and new flexibility. 560-561
  
• Maria M. Klawe:
  Increasing the number of women majoring in computer science: what works? 562
  

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