SIGCSE 1995: Nashville, Tennessee, USA

• Owen L. Astrachan, David Reed:
  AAA and CS 1: the applied apprenticeship approach to CS 1. 1-5
  
• Margaret M. Reek:
  A top-down approach to teaching programming. 6-9
  
• Mary Veronica Kolesar, Vicki H. Allan:
  Teaching computer science concepts and problem solving with a spreadsheet. 10-13
  
• Yonglei Tao:
  Using expert systems to understand object-oriented behavior. 14-18
  
• Richard J. Reid:
  Object-oriented simulation of computer architectures using C++. 19-23
  
• Mark R. Headington:
  Removing implementation details from C++ class declarations. 24-28
  
• Michael R. Birch, Christopher M. Boroni, Frances W. Goosey, Samuel D. Patton, David K. Poole, Craig M. Pratt, Rockford J. Ross:
  DYNALAB: a dynamic computer science laboratory infrastructure featuring program animation (abstract). 29-33
  
• John K. Estell, Thomas A. Owen:
  Experiencing the codesign process: Microcomputer Systems II laboratory. 34-38
  
• William E. Toll:
  Socket programming in the data communications laboratory. 39-43
  
• Norman Cohen, Wanda Dann:
  Using an internal internship to enhance computer science education in a two-year college. 44-47
  
• Eric Roberts, John Lilly, Bryan Rollins:
  Using undergraduates as teaching assistants in introductory programming courses: an update on the Stanford experience. 48-52
  
• David G. Kay:
  Training computer science teaching assistants: a seminar for new TAs. 53-55
  
• Y. Daniel Liang:
  Teaching dynamic programming techniques using permutation graphs. 56-60
  
• Ali A. Kooshesh:
  Solving a problem using cooperating data structures. 61-65
  
• Chaya Gurwitz:
  Achieving a uniform interface for binary tree implementations. 66-70
  
• Lan Jin, Lan Yang:
  A laboratory for teaching parallel computing on parallel structures. 71-75
  
• David Kotz:
  A data-parallel programming library for education (DAPPLE). 76-81
  
• David M. Arnow:
  XDP: a simple library for teaching a distributed programming module. 82-86
  
• Michael B. O'Neal, Barry L. Kurtz:
  Watson: a modular software environment for introductory computer science education. 87-91
  
• Brenda C. Parker, John D. McGregor:
  A goal-oriented approach to laboratory development and implementation. 92-96
  
• Barry L. Kurtz, Unmesh S. Mayekar, Michael B. O'Neal:
  Design and implementation of a generalized problem solving assistant for algorithm development. 97-101
  
• Scott D. Studer, James Taylor, Ken Macie:
  Youngster: a simplified introduction to computing: removing the details so that a child may program. 102-105
  
• Margaret Anne Pierce, John W. Henry:
  Computer-related judgements of computer professionals and students. 106-110
  
• Richard Gary Epstein:
  Latest developments in the "killer robot" computer ethics scenario. 111-115
  
• Donald J. Bagert, William M. Marcy, Ben A. Calloni:
  A successful five-year experiment with a breadth-first introductory course. 116-120
  
• Jan L. Harrington, Helen M. Hayes:
  A joint first year program for computer science and information systems. 121-125
  
• Iraj Hirmanpour, Thomas B. Hilburn, Andrew J. Kornecki:
  A domain centered curriculum: an alternative approach to computing education. 126-130
  
• Lan Yang, Lan Jin:
  Integrating parallel algorithm design with parallel machine models. 131-135
  
• William E. Toll:
  Decision points in the introduction of parallel processing into the undergraduate curriculum. 136-140
  
• Robert M. Harlan, Joseph G. Akulis:
  Parallel threads: parallel computation labs for CS 3 and CS 4. 141-145
  
• Alfredo de J. Perez-Davila:
  O.S. bridge between academia and reality. 146-148
  
• Selmer Moen:
  A low-tech introduction to operating systems. 149-153
  
• Tracy Camp, Glen Oberhauser:
  Microkernels: a submodule for a traditional operating systems course. 154-158
  
• John Barr, Laurie A. Smith King:
  An environment for interpreter-based programming language projects. 159-162
  
• Eric S. Roberts:
  A C-based graphics library for CS1. 163-167
  
• Tom Schorsch:
  CAP: an automated self-assessment tool to check Pascal programs for syntax, logic and style errors. 168-172
  
• Michael Kölling, Bett Koch, John Rosenberg:
  Requirements for a first year object-oriented teaching language. 173-177
  
• Mary Jane Willshire:
  Old dogs, new tricks. 178-181
  
• Mark Guzdial:
  Centralized mindset: a student problem with object-oriented programming. 182-185
  
• Dino Schweitzer, Tom Appolloni:
  Integrating introductory courses in computer graphics and animation. 186-190
  
• Lee H. Tichenor:
  Inexpensive advanced graphics applications for the C.S. majors graphics class. 191-194
  
• Andrew Sears, Rosalee Wolfe:
  Visual analysis: adding breadth to a computer graphics course. 195-198
  
• Nira Herrmann, Jeffrey L. Popyack:
  Creating an authentic learning experience in introductory programming courses. 199-203
  
• Joseph M. Lambert:
  Restructuring the introductory computer science course for engineers. 204-208
  
• Joseph L. Zachary, Christopher R. Johnson, Eric Eide, Kenneth W. Parker:
  An entry-level course in computational engineering and science. 209-213
  
• Ronald E. Wilson:
  Integrating a breadth-first curriculum with relevant programming projects in CS1/CS2. 214-217
  
• Michael V. Doran, David D. Langan:
  A cognitive-based approach to introductory computer science courses: lesson learned. 218-222
  
• Juris Reinfelds:
  A three paradigm first course for CS majors. 223-227
  
• Kenneth Slonneger:
  Executing an SECD machine using logic programming. 228-232
  
• B. Lewis Barnett III:
  A visual simulator for a simple machine and assembly language. 233-237
  
• John L. Donaldson:
  A microprogram simulator and compiler for an enhanced version of Tanenbaum's MIC-1 machine. 238-242
  
• Martin Osborne:
  Software engineering, C++, and Windows. 243-247
  
• Atika Laribi, Michel Léonard, Olivier Parchet:
  An experiment in learning about basic information system concepts. 248-252
  
• Rajiv Tewari:
  Software reuse and object-oriented software engineering in the undergraduate curriculum. 253-257
  
• David L. Parker:
  Structured design for CS1. 258-262
  
• David Ginat:
  Loop invariants and mathematical games. 263-267
  
• Eric S. Roberts:
  Loop exits and structured programming: reopening the debate. 268-272
  
• Alan Fekete:
  Enhancing generic skills in the computer organization course. 273-277
  
• Susan H. Rodger:
  An interactive lecture approach to teaching computer science. 278-282
  
• John T. Paxton:
  A novel approach to teaching artificial intelligence. 283-286
  
• Roy S. Rubinstein:
  Computer science projects with music. 287-291
  
• J. Morgan Morris:
  Experiences with Mosaic for legacy projects. 292-296
  
• Thomas Moore:
  Active use of hypertext to aid learning and classroom instruction. 297-301
  
• Neville Dean, Michael G. Hinchey:
  Introducing formal methods through role-playing. 302-306
  
• J. R. Jefferson Wadkins:
  Rigorous proofs of program correctness without formal logic. 307-311
  
• Rose F. Gamble:
  Integrating a formal specification course with a software projects course via an editing tool. 312-316
  
• Martin Hitz, Marcus Hudec:
  Modula-2 versus C++ as a first programming language - some empirical results. 317-321
  
• Michael R. Wick:
  On using C++ and object-orientation in CS1: the message is still more important than the medium. 322-326
  
• Dave A. Berque, Gloria Childress Townsend:
  A new scheme for reinforcing concepts in CS2. 327-330
  
• Zahava Scherz, Bruria Haberman:
  Logic programming based curriculum for high school students: the use of abstract data types. 331-335
  
• Edward C. Martin:
  Solid modeling with Scheme. 336-339
  
• Robert A. Pilgrim:
  TIC-TAC-TOE: introducing expert systems to middle school students. 340-344
  
• Mona E. Lovato, Michael F. Kleyn:
  Parser visualizations for developing grammars with yacc. 345-349
  
• Sue Fitzgerald, Jerry Place:
  Teaching elementary queueing theory with a computer algebra system. 350-354
  
• James L. Noyes:
  Teaching a modern numerical analysis course. 355-359
  
• Sandra Honda Adams, Rachel D. Isles, Louise Moses, Domenick J. Pinto, Frances L. Van Scoy:
  Where have the women gone and how do we keep them from going? (panel). 360-361
  
• Thomas L. Marchioro, Joseph L. Zachary, D. E. Stevenson, Ignatios Vakalis, Leon Tabak:
  Computational science, parallel and high performance computing in undergraduate education (abstract). 362-363
  
• Renée A. McCauley, Clark B. Archer, Nell B. Dale, Rym Mili, James Robergé, Harriet G. Taylor:
  The effective integration of software engineering principles throughout the undergraduate computer science curriculum (abstract). 364-365
  
• Mary Dee Medley, Kay G. Schulze, Bob Riser, Rebekah L. Tidwell:
  Ethical and professional issues in computing (abstract). 366-367
  
• Dorothy Deremer, Gail T. Finley, Lynn Ziegler, Doug Baldwin, Gordon Stegink:
  Alternative teaching strategies in CS I: supporting diversity (abstract). 368-369
  
• Scott B. Grissom, Thomas L. Naps, Rocky Ross, Dalton Hunkins, Susan H. Rodger, Dino Schweitzer:
  Using visual demonstrations to teach computer science (abstract). 370-371
  
• Barbara Boucher Owens, Gene Bailey, Shelly Heller, Ted Mims, Laurie White:
  The non-traditional student in computing: characteristics, needs and experiences (abstract). 372-373
  
• Christopher H. Nevison, Joe Kmoch, Robert E. Noonan, Tim Corica, Sarah Fix, David G. Kay:
  Changes in the advanced placement computer science course: case studies and C++ (panel). 374-375
  
• Danielle R. Bernstein, Bill Marion, Catherine M. Ricardo, G. Joy Teague, Lee Wittenberg:
  Every seventh year: sabbatical opportunities (abstract). 376-377
  
• Henry MacKay Walker, Nancy Baxter, Robert D. Cupper, G. Michael Schneider:
  The computer science major within a liberal arts environment (abstract). 378-379
  
• Michael C. Mulder, Gordon B. Davis, John T. Gorgone, David L. Feinstein, Doris K. Lidtke:
  A proposed curriculum in information science (abstract). 380-381
  
• Scott B. Grissom, Bill Kubitz, Jack Bresenham, G. Scott Owen, Dino Schweitzer:
  Approaches to teaching computer graphics (abstract). 382-383
  
• David Gries, Fred B. Schneider, Joan Krone, J. Stanley Warford, J. Peter Weston:
  Teaching as a logic tool (abstract). 384-385
  
• Doug Baldwin, Jerry Mead, Keith Barker, Allen B. Tucker, Lynn Ziegler:
  Visions of breadth in introductory computing curricula (abstract). 386-387
  
• Barry Burd, J. Glenn Brookshear, Rick Decker, Frances G. Gustavson, Mildred D. Lintner, Greg W. Scragg:
  Revitalizing the computer science course for non-majors (abstract). 388-389
  
• Ron Classen, Larry Hughes, Elizabeth Leboffe, Wayne Smith:
  Data communications in the undergraduate computer science curriculum (abstract). 390-391
  
• John Werth, John T. Gorgone, Gordon B. Davis, David L. Feinstein, Herbert E. Longenecker Jr., George M. Kasper:
  Proposed joint ACM/DPMA/AIS undergraduate information systems degree curriculum model (abstract). 392-393
  
• Gerald L. Boerner, Carol Backer Stoker:
  Creating self-paced courses for CS majors and non-majors. 394-395
  
• Gayle J. Yaverbaum, Eric W. Stein, Russell C. Kick, F. Stuart Wells:
  Using multimedia technology: different approaches and controversial issues (panel). 396-397
  
• Henry MacKay Walker, H. Conrad Cunningham, Ruth Davis, Douglas R. Troeger:
  Formal methods in the undergraduate computer science curriculum (abstract). 398-399
  
• Michael C. Mulder, Jane Chu Prey, Jimmie E. Haines, Doris K. Lidtke:
  Collaborative learning in undergraduate information science education (abstract). 400-401
  
• Donald J. Bagert, Barbara Boucher Owens:
  Organizing a team for the ACM programming contest (abstract). 402
  

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