SIGCSE 1991: San Antonio, Texas, USA

• August E. Sapega:
  Introducing undergraduate engineering students to laboratory automation using high-level application programs. 1-5
  
• James Robergé, Candice Suriano:
  Embedding laboratories within the computer science curriculum. 6-10
  
• Edward C. Epp:
  An experimental computer science laboratory. 11-14
  
• William A. Shay:
  A software project for a data communication course. 15-20
  
• Paul T. Tymann:
  VNET: a tool for teaching computer networking to undergraduates. 21-24
  
• Chris McDonald:
  A network specification language and execution environment for undergraduate teaching. 25-34
  
• Rockford J. Ross:
  Experience with the DYNAMOD program animator. 35-42
  
• Susan R. Wallace, F. Layne Wallace:
  Two neural network programming assignments using arrays. 43-47
  
• Elizabeth E. Katz, Hayden S. Porter:
  HyperTalk as an overture to CS1. 48-54
  
• Jane M. Fritz:
  HyperCard applications for teaching information systems. 55-61
  
• Mary J. Granger, Roger Alan Pick:
  The impact of computer-aided software engineering on student performance. 62-72
  
• Mark Temte:
  Let's begin introducing the object-oriented paradigm. 73-77
  
• David Arnow:
  The Iliad and the WHILE loop: computer literacy in a liberal arts program. 78-81
  
• Robert Geitz:
  Algorithms and images: computer graphics as an introduction to science. 82-86
  
• William J. Taffe:
  Simulation and modelling with Stella: a general education course. 87-91
  
• David Jackson:
  A mini-course on concurrency. 92-96
  
• Janet Hartman, Dean Sanders:
  Teaching a course in parallel processing with limited resources. 97-101
  
• Allan L. Fisher, Thomas R. Gross:
  Teaching the programming of parallel computers. 102-107
  
• Evan Golub, Moshe Augenstein:
  Creation of a new case for LUPSort: ALTERNATING. 108-111
  
• Owen L. Astrachan:
  Pictures as invariants. 112-118
  
• Tom Whaley:
  A framework for program verification in the context of linked structures and pointer variables. 119-123
  
• Vicki L. Almstrum:
  The relationship between pre-college mathematics and the undergraduate computer science curricula. 124-129
  
• Thomas J. Scott:
  Mathematics and computer science at odds over real numbers. 130-139
  
• Gary Haggard:
  A project for data structures and algorithms. 140-145
  
• Debra A. Lelewer, Cheng Ng:
  An honors course in data compression. 146-150
  
• Richard Johnsonbaugh, Martin Kalin:
  A graph generation software package. 151-154
  
• Dorian P. Yeager:
  Teaching concurrency in the programming languages course. 155-161
  
• Barry L. Kurtz:
  Laboratory activities for studying the formal semantics of programming languages. 162-168
  
• Barry L. Kurtz, Richard L. Oliver, Edward M. Collins:
  The design, implementation, and use of DSTutor: a tutoring system for denotational semantics. 169-177
  
• Ken Slonneger:
  An exercise in denotational semantics. 178-183
  
• Yuksel Uckan:
  Integrating logic programming into a data base course: views as rules in deductive relational data bases. 184-191
  
• Hossein Saiedian, Hassan Farhat:
  A team-oriented, project-intensive database course. 192-198
  
• Louis A. Foster, Norman L. Hughes:
  Making files real with a virtual disk. 199-204
  
• Linda H. Pesante:
  Integrating writing into computer science courses. 205-209
  
• James C. McKim, Timothy O. Martyn, Roger H. Brown, Michael M. Danchak, Kathleen L. Farrell, C. William Higginbotham, Irina Ilovic, Brian J. McCartin, J. Peter Matelski:
  An alternative culminating experience for master's students in computer science. 210-218
  
• Amos O. Olagunju:
  The plight of a minority in computer science: an educational manifesto. 219-225
  
• John Motil:
  Begin-BIG an approach to the introductory computing course. 226-230
  
• Suzanne Skublics, Paul White:
  Teaching Smalltalk as a first programming language. 231-234
  
• Gary H. Locklair:
  The introductory computer science course. 235-239
  
• Jane C. Hill, Andrew Wayne:
  A CYK approach to parsing in parallel: a case study. 240-245
  
• Ahmad Ghafarian:
  An experimental approach to a course on parallel and distributed algorithms. 246-253
  
• Robert M. Harlan:
  Searching in parallel: a case study with the single-source shortest path algorithm. 254-259
  
• John A. McCormick:
  A laboratory for teaching the development of real-time software systems. 260-264
  
• Carl Steidley:
  Robotics: a closer look at microprocessor systems. 265-272
  
• Wayne D. Smith:
  The design of an inexpensive undergraduate data communications laboratory. 273-276
  
• Frances K. Bailie:
  Improving the modularization ability of novice programmers. 277-282
  
• Ann E. Fleury:
  Parameter passing: the rules the students construct. 283-286
  
• Darrah Chavey, Beloit College:
  A structured laboratory component for the introductory programming course. 287-295
  
• Joseph M. Clifton:
  An industry approach to the software engineering course. 296-299
  
• James E. Tomayko:
  Teaching software development in a studio environment. 300-303
  
• C. William Higginbotham, Ralph Morelli:
  A system for teaching concurrent programming. 309-316
  
• Ted Mims, Andrzej Hoppe:
  Utilizing a transputer laboratory and Occam2 in an undergraduate operating systems course. 317-323
  
• John M. Jeffrey:
  Using Petri nets to introduce operating system concepts. 324-329
  
• Steve Cunningham:
  User interface programming: a human-computer communication course for computer science. 330-336
  
• James L. Silver:
  Using Ada to specify and evaluate projects in a data structures course. 337-340
  
• Greg W. Scragg:
  Most computer organization courses are built upside down. 341-346
  
• Dale Skrien, John Hosack:
  A multilevel simulator at the register transfer level for use in an introductory machine organization class. 347-351
  
• David Doss, Bill E. Swafford:
  Networking non-network applications. 352-357
  
• William J. Collins:
  Estimating execution times: a laboratory exercise for CS2. 358-363
  
• Gary A. Ford:
  The SEI undergraduate curriculum in software engineering. 375-385