ACM SIGCSE Bulletin, Volume 36

Volume 36, Number 1, February 2004

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  Daniel T. Joyce, Deborah Knox, Wanda P. Dann, Thomas L. Naps:
  Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2004, Norfolk, Virginia, USA, March 3-7, 2004. ACM 2004, ISBN 1-58113-798-2 [contents]

Volume 36, Number 2, June 2004

Invited editorial

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  Wolfgang Coy:
  Between the disciplines. 7-10

Taking the high road

• 
  C. Dianne Martin:
  Lessons from Chernobyl for IT. 11

Thinking professionally

• 
  Don Gotterbarn:
  UML and agile methods: in support of irresponsible development. 11-13

Reflections

• 
  Michael R. Williams:
  Does anyone remember the KDF-9? 13-14

Thinking ISsues

• 
  Tony Clear:
  Software engineering and the academy: uncomfortable bedfellows? 14-15

IS education

• 
  John T. Gorgone:
  Draft information systems accreditation criteria for 2006. 15-17

CS research

• 
  Raymond Lister:
  Book review: computer science education research. 17-18

Links

• 
  Renée McCauley:
  Thinking about our teaching. 18-19

Classroom issues

• 
  Henry MacKay Walker:
  What teachers should, can, and cannot do. 20-21

Community college corner

• 
  Robert D. Campbell:
  Update on two-year college activity. 21-23

Math countS

• 
  Peter B. Henderson:
  Modeling mania. 23-24

Colorful challenges

• 
  David Ginat:
  On the verge of an empty tank. 24-26

Nifty assignments

• 
  Nick Parlante:
  Graphics and Java. 26-27

Reviewed papers

• 
  David Ginat:
  Algorithmic patterns and the case of the sliding delta. 29-33
• 
  Michael Huth:
  Mathematics for the exploration of requirements. 34-39
• 
  G. Michael Schneider:
  A model for a three course introductory sequence. 40-43
• 
  Alaaeldin A. Aly, Shakil Akhtar:
  Cryptography and security protocols course for undergraduate IT students. 44-47
• 
  Michael de Raadt, Mark A. Toleman, Richard Watson:
  Training strategic problem solvers. 48-51
• 
  Dave A. Berque, Ian Serlin, Atanas Vlahov:
  A brief water excursion: introducing computer organization students to a water driven 1-bit half-adder. 52-56
• 
  Orit Hazzan, Tami Lapidot:
  Construction of a professional perception in the "methods of teaching computer science" course. 57-61
• 
  Ranjan Chaudhuri:
  Teaching bit-level algorithm analysis to the undergraduates in computer science. 62-63
• 
  David Carlson:
  Teaching computer security. 64-67
• 
  Xuesong Zhang, Ken Surendran, Ming Wang:
  A computer organization course project: simulation of a modern traffic signal system. 68-71
• 
  Andrew K. Lui, Reggie Kwan, Maria Poon, Yannie H. Y. Cheung:
  Saving weak programming students: applying constructivism in a first programming course. 72-76
• 
  William H. Friedman:
  Learning program organization through COBOL. 77-81
• 
  Rachel Or-Bach, Ilana Lavy:
  Cognitive activities of abstraction in object orientation: an empirical study. 82-86
• 
  Russel E. Bruhn, Judy Camp:
  Capstone course creates useful business products and corporate-ready students. 87-92
• 
  Nicholas Ourusoff:
  Reinvigorating the software engineering curriculum with Jackson's methods and ideas. 93-96
• 
  Agustín Cernuda del Río:
  How not to go about a programming assignment. 97-100
• 
  Thomas G. Hill:
  Excel grader and access grader. 101-105

Volume 36, Number 3, September 2004

• 
  Roger D. Boyle, Martyn Clark, Amruth N. Kumar:
  Proceedings of the 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2004, Leeds, UK, June 28-30, 2004. ACM 2004, ISBN 1-58113-836-9 [contents]

Volume 36, Number 4, December 2004

Invited editorial

• 
  Eden Miller Medina:
  Beyond the ballot box: computer science education and social responsibility. 7-10

Taking the high road

• 
  C. Dianne Martin:
  Draw a computer scientist. 11-12

Reflections

• 
  Michael R. Williams:
  Survey calculations. 12-13

Thinking ISsues

• 
  Tony Clear:
  Students becoming political and "incorrect" through agile methods. 13-15

IS education

• 
  John T. Gorgone:
  Information systems and the overview report for computing curricula 2004. 15-16

CS research

• 
  Raymond Lister:
  A clandestine religious meeting. 16-17

Links

• 
  Renée McCauley:
  Outgoing links. 17-18

Classroom isues

• 
  Henry MacKay Walker:
  Academic honesty in the classroom. 18-19

Community college corner

• 
  Robert D. Campbell:
  IT security and data assurance: a new resource for two-year colleges. 20

Upsilon Pi Epsilon

• 
  Jeffrey L. Popyack:
  Banner year for UPE. 21-22

Math CountS

• 
  Peter B. Henderson:
  Penny piles. 22-24

Colorful challenges

• 
  David Ginat:
  Helipad. 25-26

Nifty assignments

• 
  Nick Parlante:
  Niftiness. 26-27

Reviewed papers

• 
  Kim B. Bruce:
  Controversy on how to teach CS 1: a discussion on the SIGCSE-members mailing list. 29-34
• 
  O. Yu. Bogoyavlenskaya:
  Teaching networking congestion control. 35-41
• 
  Susan M. Merritt, Allen Stix, Judith E. Sullivan, Fred Grossman, Charles C. Tappert, David A. Sachs:
  Developing a professional doctorate in computing: a fifth-year assessment. 42-46
• 
  Orit Hazzan, Tami Lapidot:
  The practicum in computer science education: bridging gaps between theoretical knowledge and actual performance. 47-51
• 
  James Canning, William Moloney, Ali Rafieymehr, Demetrio Rey:
  Reading types in C using the right left walk method. 52-54
• 
  Truman Parks Boyer, Mohsen Chitsaz:
  ICE™ and ICE/T™: tools to assist in compiler design and implementation. 55-57
• 
  Victor Matos, Becky Grasser:
  SQL-based discovery of exact and approximate functional dependencies. 58-63
• 
  Mark D. LeBlanc, Betsey D. Dyer:
  Bioinformatics and computing curricula 2001: why computer science is well positioned in a post-genomic world. 64-68
• 
  Gary N. Walker:
  Experimentation in the computer programming lab. 69-72
• 
  Elaine Wenderholm:
  Challenges and the elements of success in undergraduate research. 73-75
• 
  Denis Hamelin:
  Searching the web to develop inquiry and collaborative skills. 76-79
• 
  Mel Ó Cinnéide, Richard Tynan:
  A problem-based approach to teaching design patterns. 80-82
• 
  Timothy J. Rolfe, Paul W. Purdom:
  An alternative problem for backtracking and bounding. 83-84
• 
  Norman Jacobson, Alex Thornton:
  It is time to emphasize arraylists over arrays in Java-based first programming courses. 88-92
• 
  Nelishia Pillay:
  A first course in genetic programming. 93-96
• 
  Achuth Sankar S. Nair, T. Mahalakshmi:
  Conceptualizing data structures: a pedagogic approach. 97-100
• 
  Nathan Rountree, Janet Rountree, Anthony V. Robins, Robert Hannah:
  Interacting factors that predict success and failure in a CS1 course. 101-104
• 
  John Mason:
  Teaching by analogy: the switch statement. 105-107
• 
  Rose K. Shumba:
  Towards a more effective way of teaching a cybersecurity basics course. 108-111

2004 ITiCSE working group report

• 
  Raymond Lister, Elizabeth S. Adams, Sue Fitzgerald, William Fone, John Hamer, Morten Lindholm, Robert McCartney, Jan Erik Moström, Kate Sanders, Otto Seppälä, Beth Simon, Lynda Thomas:
  A multi-national study of reading and tracing skills in novice programmers. 119-150