12. ITiCSE 2007: Dundee, Scotland, UK

• Paul Curzon:
  Serious fun in computer science. 1
  
• Chris van der Kuyl:
  Where have all the computer scientists gone? 2
  
• Vicki L. Hanson:
  Inclusive thinking in computer science education. 3
  

Broadening participation

• Peggy Israel Doerschuk, Jiangjiang Liu, Judith Mann:
  Pilot summer camps in computing for middle school girls: from organization through assessment. 4-8
  
• Joan Peckham, Lisa L. Harlow, David A. Stuart, Barbara Silver, Helen Mederer, Peter D. Stephenson:
  Broadening participation in computing: issues and challenges. 9-13
  
• Kelly R. Cannon, Katherine A. Panciera, Nikolaos P. Papanikolopoulos:
  Second annual robotics summer camp for underrepresented students. 14-18
  

Curricular approaches

• Michael H. Goldwasser, David Letscher:
  Introducing network programming into a CS1 course. 19-22
  
• Zachary Dodds, Christine Alvarado, Geoff Kuenning, Ran Libeskind-Hadas:
  Breadth-first CS 1 for scientists. 23-27
  
• Leah Buechley, Michael Eisenberg, Nwanua Elumeze:
  Towards a curriculum for electronic textiles in the high school classroom. 28-32
  

Operating systems & embedded programming

• James Miller, Michael R. Smith:
  A TDD approach to introducing students to embedded programming. 33-37
  
• Robert J. Sheehan:
  Teaching operating systems with ruby. 38-42
  
• Rainer Oechsle, Kay Barzen:
  Checking automatically the output of concurrent threads. 43-47
  

Teaching CS theory - tools & techniques

• Matthias F. Stallmann, Suzanne Balik, Robert D. Rodman, Sina Bahram, Michael C. Grace, Susan D. High:
  ProofChecker: an accessible environment for automata theory correctness proofs. 48-52
  
• Laura Korte, Stuart Anderson, Helen Pain, Judith Good:
  Learning by game-building: a novel approach to theoretical computer science education. 53-57
  
• Susan H. Rodger, Jinghui Lim, Stephen Reading:
  Increasing interaction and support in the formal languages and automata theory course. 58-62
  

Courseware

• Michael T. Helmick:
  Interface-based programming assignments and automatic grading of java programs. 63-67
  
• Pete G. Thomas, Neil Smith, Kevin G. Waugh:
  Computer assisted assessment of diagrams. 68-72
  
• Jeong-Hoon Ji, Gyun Woo, Hwan-Gue Cho:
  A source code linearization technique for detecting plagiarized programs. 73-77
  

Inclusive education for visually impared students

• Helen Armstrong, Iain Murray:
  Remote and local delivery of cisco education for the vision-impaired. 78-81
  
• André Pimenta Freire, Renata Pontin de Mattos Fortes, Débora Maria Barroso Paiva, Marcelo Augusto Santos Turine:
  Using screen readers to reinforce web accessibility education. 82-86
  
• Matt Calder, Robert F. Cohen, Jessica A. Lanzoni, Neal Landry, Joelle Skaff:
  Teaching data structures to students who are blind. 87-90
  

Networking

• Anton Alstes, Janne Lindqvist:
  VERKKOKE: learning routing and network programming online. 91-95
  
• Iain Oliver, Kristoffer Getchell, Alan Miller, Colin Allison:
  Using disruptive technology for explorative learning. 96-100
  
• Christian Brown, Chris McDonald:
  Visualizing berkeley socket calls in students' programs. 101-105
  

Inclusive technology

• Blaise W. Liffick, Gary M. Zoppetti:
  You can take it with you: profile transportability. 106-110
  
• Stéphane Norte, Fernando Graça Lobo:
  A virtual logo keyboard for people with motor disabilities. 111-115
  

CS1 - alternative approaches

• Joseph Distasio, Thomas P. Way:
  Inclusive computer science education using a ready-made computer game framework. 116-120
  
• Tiffany Barnes, Heather Richter, Eve Powell, Amanda Chaffin, Alex Godwin:
  Game2Learn: building CS1 learning games for retention. 121-125
  

Cirriculum issues

• Alan L. Tharp:
  Innovating: the importance of right brain skills for computer science graduates. 126-130
  
• Michela Pedroni, Manuel Oriol, Bertrand Meyer:
  A framework for describing and comparing courses and curricula. 131-135
  

Online learning

• Pantelis M. Papadopoulos, Stavros N. Demetriadis, Ioannis Stamelos:
  Case-based instruction on the web for teaching software project management. 136-140
  
• Matt Bower:
  Independent, synchronous and asynchronous an analysis of approaches to online concept formation. 141-145
  
• Michael T. Helmick:
  Integrated online courseware for computer science courses. 146-150
  

Pedagogical approaches

• Orna Muller, David Ginat, Bruria Haberman:
  Pattern-oriented instruction and its influence on problem decomposition and solution construction. 151-155
  
• Robert McCartney, Anna Eckerdal, Jan Erik Moström, Kate Sanders, Carol Zander:
  Successful students' strategies for getting unstuck. 156-160
  
• David Ginat:
  Hasty design, futile patching and the elaboration of rigor. 161-165
  

CS1 - objects first

• Kate Sanders, Lynda Thomas:
  Checklists for grading object-oriented CS1 programs: concepts and misconceptions. 166-170
  
• Tamar Vilner, Ela Zur, Judith Gal-Ezer:
  Fundamental concepts of CS1: procedural vs. object oriented paradigm - a case study. 171-175
  

Software engineering

• Guy Tremblay, Bruno Malenfant, Aziz Salah, Pablo Zentilli:
  Introducing students to professional software construction: a "software construction and maintenance" course and its maintenance corpus. 176-180
  
• William L. Honig, Tejasvini Prasad:
  A classroom outsourcing experience for software engineering learning. 181-185
  

Secondary education

• Mingrui Zhang, Chi-Cheng Lin, Gayle Olsen, Barbara Beck:
  A bioinformatics track with outreach components. 186-190
  
• Desmond Wesley Govender, Manoj Maharaj:
  Challenges with respect to the e-readiness of secondary school teachers in Kwazulu-Natal, South Africa. 191-195
  
• Quintin I. Cutts, Margaret I. Brown, Lynsey Kemp, Calum Matheson:
  Enthusing and informing potential computer science students and their teachers. 196-200
  

CS education research

• Vashti C. Galpin, Ian Douglas Sanders, Pei-yu Chen:
  Learning styles and personality types of computer science students at a South African university. 201-205
  
• Michael E. Caspersen, Kasper Dalgaard Larsen, Jens Bennedsen:
  Mental models and programming aptitude. 206-210
  
• Carole A. Bagley, C. Candace Chou:
  Collaboration and the importance for novices in learning java computer programming. 211-215
  

Gender issues

• Mary Anne L. Egan:
  Teaching a "women in computer science" course. 216-220
  
• Catherine Lang, Judy McKay, Sue Lewis:
  Seven factors that influence ICT student achievement. 221-225
  
• M. M. Voyles, Susan M. Haller, Timothy V. Fossum:
  Teacher responses to student gender differences. 226-230
  

Pedagogy

• Sue Jane Jones, Gary E. Burnett:
  Spatial skills and navigation of source code. 231-235
  
• Vesa Vainio, Jorma Sajaniemi:
  Factors in novice programmers' poor tracing skills. 236-240
  
• Donald D. Chinn, Catherine Spencer, Kristofer Martin:
  Problem solving and student performance in data structures and algorithms. 241-245
  

Visualization - theory & practice

• Ronit Ben-Bassat Levy, Mordechai Ben-Ari:
  We work so hard and they don't use it: acceptance of software tools by teachers. 246-250
  
• Niko Myller, Mikko Laakso, Ari Korhonen:
  Analyzing engagement taxonomy in collaborative algorithm visualization. 251-255
  
• Essi Lahtinen, Hannu-Matti Järvinen, Suvi Melakoski-Vistbacka:
  Targeting program visualizations. 256-260
  

Inclusive education for disabled students

• Richard Kheir, Thomas Way:
  Inclusion of deaf students in computer science classes using real-time speech transcription. 261-265
  
• Katherine Deibel:
  Studying our inclusive practices: course experiences of students with disabilities. 266-270
  
• F. Javier Bueno, José Raúl Fernández del Castillo, Soledad Garcia, Reca Borrego:
  E-learning content adaptation for deaf students. 271-275
  

Innovation in the classroom

• Surendar Chandra:
  Lecture video capture for the masses. 276-280
  
• Henning Bär, Gina Häussge, Guido Rößling:
  An integrated system for interaction support in lectures. 281-285
  
• Christopher James Martin:
  Scribbles: an exploratory study of sketch based support for early collaborative object oriented design. 286-290
  

Visualization in CS1 & CS2

• Robert Adelmann, Tobias Bischoff, Tobias Lauer:
  IDEA: a framework for the fast creation of interactive animations by pen sketching. 291-295
  
• Pilu Crescenzi, Carlo Nocentini:
  Fully integrating algorithm visualization into a cs2 course.: a two-year experience. 296-300
  
• Ali S. Erkan, T. J. VanSlyke, Timothy M. Scaffidi:
  Data structure visualization with latex and prefuse. 301-305
  

Panels

• Murray Rowan, Tim Hawkins, Andy Cobley:
  Yahoo University hackday. 306
  
• David Sloan, Barbara Nelson, Martin Sloan:
  How should inclusivity influence teaching of ict design? 307-308
  

Poster session 1

• Elizabeth K. Hawthorne, Robert D. Campbell, Karl J. Klee:
  Curricular resources from the acm two-year college education committee. 309
  
• Steve Cunningham:
  A computer graphics curriculum to meet the european bologna requirements. 310
  
• Chrisina Draganova, Vassil Vassilev:
  Teaching AJAX in web-centric courses. 311
  
• Tracy L. Lewis:
  Are pictures worth 1000 words? the use of affective imagery surveys to capture student perceptions of the computing discipline. 312
  
• Guy Tremblay, Louise Laforest, Aziz Salah:
  Extending a marking tool with simple support for testing. 313
  
• John F. Dooley:
  Experiences with CC2001 at a small college. 314
  
• Adrian Albin-Clark:
  MaBL: a tool for mapping pseudocode to multiple implementation languages. 315
  
• Seung-won Hwang:
  Teaching operating systems with Windows: experiences and contributions. 316
  
• Ian Douglas Sanders, Vashti C. Galpin:
  Students' mental models of recursion at wits. 317
  

Poster session 2

• Tami Lapidot, Dan Aharoni:
  The Israeli summer seminars for CS leading teachers. 318
  
• T. Cassen, K. R. Subramanian, Jeffrey Alexander, Drew Linderman, A. Nasipuri:
  A visual learning engine for interactive generation ofinstructional materials. 319
  
• Shermane A. Austin, Leon P. Johnson, John M. Flowers:
  Stimulating minority student retention with BalloonSAT projects. 320
  
• Lourdes Moreno, Paloma Martínez, Belén Ruíz-Mezcua, Ana Iglesias:
  Accessible interface for multimedia presentation in inclusive education. 321
  
• Ahmad Ghafarian:
  Ideas for projects in undergraduate information assurance and security courses. 322
  
• Tamar Benaya, Ela Zur:
  Understanding threads in an advanced java course. 323
  
• Alan Hayes, Pete G. Thomas, Neil Smith, Kevin G. Waugh:
  An investigation into the automated assessment of the design-code interface. 324
  
• Vladimír Burea, Pavel Cech:
  Complexity of ambient intelligence in managerial work. 325
  
• Irene Govender:
  Understanding students' performance in programming assessment questions. 326
  

Poster session 3

• Tami Lapidot:
  Supporting the growth of CS leading teachers. 327
  
• Barbara Boucher Owens, Vicki L. Almstrum, Lecia Jane Barker:
  The computing educators oral history project: planning for the future. 328
  
• Martin Leidl, Guido Rößling:
  How will future learning work in the third dimension? 329
  
• H. Whaley, S. Grice:
  Do students know best?: experiences of allowing students to become course designers. 330
  
• Barak Raveh, Bruria Haberman, Cecile Yehezkel:
  Transforming a high school student project in computer science into a significant scientific achievement. 331
  
• Maths Halstensen, Frode Haug:
  Highly interactive online study skills course: "unstuck". 332
  
• Erik Larsson, Mehdi Amirijoo, Daniel Karlsson, Petru Eles:
  What impacts course evaluation? 333
  
• Andrea Gorra, Sanela Lazarevski, Jackie Campbell:
  An account of the use of synoptic assessment for students in the area of databases at level 2. 334
  
• F. Javier Bueno, M. Goretti Alonso, José Raúl Fernández del Castillo:
  Assisting lecturers to adapt e-learning content for deaf students. 335
  
• Anne Dickinson:
  'But i don't read text printed in braille font'...: parables from a business and information technology student. 336
  

Poster session 4

• M. Gloria Sánchez-Torrubia, Carmen Torres-Blanc, Juan Castellanos:
  New interactive tools for graph algorithms active learning. 337
  
• Rudolf Pecinovský, Jarmila Pavlícková:
  Order of explanation should be interface: abstract classes - overriding. 338
  
• Anne Dickinson:
  'Touching the void'...: narrowing the crevasse between the tactile diagrams that tutors request and those that work in reality. 339
  
• Lee D. Cornell:
  CS2 for an IS curriculum. 340
  
• Diana Cukierman, Donna McGee Thompson:
  Learning strategies sessions within the classroom in computing science university courses. 341
  
• Shaun K. Kane:
  Engaging student programmers as inclusive designers. 342
  
• Jonathan Byrd, Monty Carter, David Cook, Philip Kirkham, Martha J. Kosa:
  Solving recurring student problems with recurrences. 343
  
• John Impagliazzo:
  Using an outcome-based approach to assess computing programs. 344
  
• Stelios Xinogalos, Maya Satratzemi, Vassilios Dagdilelis:
  Teaching java with BlueJ: a two-year experience. 345
  

Student posters

• Miroslav Skoric:
  Summer schools on the amateur radio computing. 346
  
• Jonathan D. Marra, Katherine G. Herbert, Jason T. L. Wang:
  A study of phylogenetic tools for genomic nomenclature data cleaning. 347
  
• Jason S. Caronna, Rojita Sharma, Jonathan D. Marra, Virginia L. Iuorno, Katherine G. Herbert, Jeffrey H. Toney:
  Prediction of modulators of pyruvate kinase in smiles text using aprori methods. 348
  
• Reena Pau, Wendy Hall, Su White:
  Women in computing: how does experience influence self-perception of computing careers? 349
  
• Eric Omwega, Jonathan Tsu, Monica Ugwi, Christine Wang:
  Automation of PE recruiting process. 350
  
• Eric Omwega, Jonathan Tsu, Monica Ugwi, Christine Wang:
  Development of an online campus map. 351
  

Demonstrations

• Mario Amelung, Michael Piotrowski, Dietmar Rösner:
  eduComponents: a component-based e-learning environment. 352
  
• Andrew Solomon:
  Linuxgym: software to automate formative assessment of unix command-line and scripting skills. 353
  
• Guy Barker, Jane Prey:
  Accessibility tools. 354
  
• J. Mark Pullen:
  Network educationware demonstration. 355
  
• Ruedi Arnold:
  Introducing propositional logic and queueing theory with the infotraffic interactive learning environments. 356
  
• Guido Rößling, Simon Kulessa, Silke Schneider:
  Easy, fast, and flexible algorithm animation generation. 357
  

Tips & techniques

• Anne Dickinson:
  Is the shortcut the quickest way to go?: translating instructions for keyboard navigation and other stories. 358
  
• Manuel Rubio-Sánchez, Isidoro Hernán-Losada:
  Exploring recursion with fibonacci numbers. 359
  
• Jakki Sheridan-Ross:
  Practical tips for engaging students in team formation for multi-discipline computing projects. 360
  
• Herman Koppelman:
  Exercises as a tool for sharing pedagogical knowledge. 361
  
• James H. Paterson, John Haddow:
  From classes to code: supporting the transition from design to implementation. 362
  

Tutorials

• Mordechai Ben-Ari:
  Teaching concurrency and nondeterminism with spin. 363-364
  
• Michael H. Goldwasser, David Letscher:
  Teaching object-oriented programming in python. 365-366