SIGCSE 2000: Austin, Texas, USA

@proceedings{DBLP:conf/sigcse/2000,
  editor    = {Lillian (Boots) Cassel and
               Nell B. Dale and
               Henry MacKay Walker and
               Susan M. Haller},
  title     = {Proceedings of the 31st SIGCSE Technical Symposium on Computer
               Science Education, 2000, Austin, Texas, USA, March 7-12, 2000},
  booktitle = {SIGCSE},
  publisher = {ACM},
  year      = {2000},
  isbn      = {1-58113-213-1},
  bibsource = {DBLP, http://dblp.uni-trier.de}
}

• Michael Bedy, Steve Carr, Xianglong Huang, Ching-Kuang Shene:
  A visualization system for multithreaded programming. 1-5
  
• Ted Hung, Susan H. Rodger:
  Increasing visualization and interaction in theautomata theory course. 6-10
  
• Alan Kaplan, Denise Shoup:
  CUPV - a visualization tool for generated parsers. 11-15
  
• Anany Levitin:
  Design and analysis of algorithms reconsidered. 16-20
  
• Dung Zung Nguyen, Stephen B. Wong:
  Design patterns for lazy evaluation. 21-25
  
• Dan Aharoni:
  Cogito, Ergo sum! cognitive processes of students dealing with data structures. 26-30
  
• Matthew Merzbacher:
  Teaching database management systems with Java. 31-35
  
• Mary Ann Robbert:
  Enhancing the value of a project in the database course. 36-40
  
• Frederick N. Springsteel, Mary Ann Robbert, Catherine M. Ricardo:
  The next decade of the database course: three decades speak to the next. 41-45
  
• Steve Cunningham:
  Powers of 10: the case for changing the first course in computer graphics. 46-49
  
• Sylvia Sorkin, Barbara Mento, Donna Tupper, Kathleen Harmeyer:
  Curriculum development in Internet and multimedia technology. 50-54
  
• Karel Lemmen, Fred Mulder, Wim Smit:
  An innovative university program on management and ICT. 55-59
  
• Stephen J. Hartley:
  "Alfonse, you have a message!". 60-64
  
• Joel C. Adams, Chris Nevison, Nan C. Schaller:
  Parallel computing to start the millennium. 65-69
  
• Chris McDonald, Kamran Kazemi:
  Teaching parallel algorithm with process topologies. 70-74
  
• Duane Buck, David J. Stucki:
  Design early considered harmful: graduated exposure to complexity and structure based on levels of cognitive development. 75-79
  
• Viera K. Proulx:
  Programming patterns and design patterns in the introductory computer science course. 80-84
  
• Stuart Reges:
  Conservatively radical Java in CS1. 85-89
  
• Rayford B. Vaughn:
  Application of security tot he computing science classroom. 90-94
  
• Eric V. Siegel:
  Iambic IBM AI: the palindrome discovery AI project. 95-99
  
• Clare Bates Congdon:
  Machine learning in the liberal arts curriculum. 100-104
  
• Thomas J. Cheatham:
  A Web-based lab manual for CS 1: an experiment. 105-108
  
• Thomas L. Naps, James Eagan, Laura L. Norton:
  JHAVÉ - an environment to actively engage students in Web-based algorithm visualizations. 109-113
  
• Steven Robbins:
  Remote logging in Java using Jeli: a facility to enhance development of accessible educational software. 114-118
  
• Mark Michael:
  Fostering and assessing communication skills in the computer science context. 119-123
  
• Paula Gabbert, Kevin Treu:
  Experiments with the use of popular press in the computer science curriculum. 124-128
  
• Martyn Clark:
  Getting participation through discussion. 129-133
  
• Guido Rößling, Bernd Freisleben:
  Experiences in using animations in introductory computer science lectures. 134-138
  
• Stina S. Bridgeman, Michael T. Goodrich, Stephen G. Kobourov, Roberto Tamassia:
  PILOT: an interactive tool for learning and grading. 139-143
  
• Alan Fekete, Judy Kay, Jeffrey H. Kingston, Kapila Wimalaratne:
  Supporting reflection in introductory computer science. 144-148
  
• Tony Greening:
  Pedagogically sound responses to economic rationalism. 149-156
  
• Ann E. Kelley Sobel:
  Empirical results of a software engineering curriculum incorporating formal methods. 157-161
  
• Arturo I. Concepcion, Nathan Leach, Allan Knight:
  Algorithm 99: an experiment in reusability & component based software engineering. 162-166
  
• Thomas B. Hilburn, Massood Towhidnejad:
  Software quality: a curriculum postscript? 167-171
  
• Dawn Wilkins, Pamela B. Lawhead:
  Evaluating individuals in team projects. 172-175
  
• Roy Andersson, Torgny Roxå:
  Encouraging students in large classes. 176-179
  
• Scott L. Vandenberg, Michael Wollowski:
  Introducing computer science using a breadth-first approach and functional programming. 180-184
  
• Richard Rasala:
  Toolkits in first year computer science: a pedagogical imperative. 185-191
  
• Samuel A. Rebelsky, Clif Flynt:
  Real-world program design in CS2: the roles of a large-scale, multi-group class project. 192-196
  
• Ann E. Fleury:
  Programming in Java: student-constructed rules. 197-201
  
• David W. Reed, Craig S. Miller, Grant Braught:
  Empirical investigation throughout the CS curriculum. 202-206
  
• David C. Gibbs:
  The effect of a constructivist learning environment for field-dependent/independent students on achievement in introductory computer programming. 207-211
  
• A. T. Chamillard, Kim A. Braun:
  Evaluating programming ability in an introductory computer science course. 212-216
  
• Kevin W. Bowyer:
  Video resources for use in teaching ethics and computing. 217-221
  
• Pete Sanderson, Kenneth Vollmar:
  A primer for applying service learning to computer science. 222-226
  
• Ian Sanders, Conrad Mueller:
  A fundamentals-based curriculum for first year computer science. 227-231
  
• Herbert Tesser, Hisham Al-Haddad, Gary Anderson:
  Instrumentation: a multi-science integrated sequence. 232-236
  
• Derek Rayside, Gerard T. Campbell:
  Aristotle and object-oriented programming: why modern students need traditional logic. 237-244
  
• John Lewis:
  Myths about object-orientation and its pedagogy. 245-249
  
• Yuzhen Ge, Jiangeng Sun:
  E-commerce and computer science education. 250-255
  
• Brad Richards:
  Bugs as features: teaching network protocols through debugging. 256-259
  
• Randolph M. Jones:
  Design and implementation of computer games: a capstone course for undergraduate computer science education. 260-264
  
• Sharon M. Tuttle:
  A capstone course for a computer information systems major. 265-269
  
• Steve Mosiman, Christoph Hiemcke:
  Interdisciplinary capstone group project: designing autonomous race vehicles. 270-274
  
• Terry Countermine, Phil Pfeiffer:
  Implementing an IT concentration in a CS department: content, rationale, and initial impact. 275-279
  
• Robert M. Aiken, Ned Kock, Munir Mandviwalla:
  Fluency in information technology: a second course for non-CIS majors. 280-284
  
• David L. Spooner:
  A Bachelor of Science in information technology: an interdisciplinary approach. 285-289
  
• Bruce S. Elenbogen, Bruce R. Maxim, Chris McDonald:
  Yet, more Web exercises for learning C++. 290-294
  
• Eric Roberts:
  Strategies for encouraging individual achievement in introductory computer science courses. 295-299
  
• Stina S. Bridgeman, Michael T. Goodrich, Stephen G. Kobourov, Roberto Tamassia:
  SAIL: a system for generating, archiving, and retrieving specialized assignments using LATEX. 300-304
  
• Carlisle E. George:
  EROSI - visualising recursion and discovering new errors. 305-309
  
• J. Ángel Velázquez-Iturbide:
  Recursion in gradual steps (is recursion really that difficult?). 310-314
  
• Dalit Levy, Tami Lapidot:
  Recursively speaking: analyzing students' discourse of recursive phenomena. 315-319
  
• John Dickinson:
  Operating systems projects built on a simple hardware simulator. 320-324
  
• Sung-Eun Choi, E. Christopher Lewis:
  A study of common pitfalls in simple multi-threaded programs. 325-329
  
• Steven Robbins:
  Experimentation with bounded buffer synchronization. 330-334
  
• Jill Gerhardt-Powals, Matthew H. Powals:
  Distance education: law attempts to catch up with technology (battle between copyright owners and academics). 335-342
  
• John Minor Ross:
  Multimedia: from topic to course. 343-346
  
• Wendy Doube:
  Distance teaching workloads. 347-351
  
• Scott M. Pike, Bruce W. Weide, Joseph E. Hollingsworth:
  Checkmate: cornering C++ dynamic memory errors with checked pointers. 352-356
  
• Judith Bishop, Nigel Bishop:
  Object-orientation in Java for scientific programmers. 357-361
  
• Robert E. Noonan:
  An object-oriented view of backtracking. 362-366
  
• Denise M. Woit, David V. Mason:
  Enhancing student learning through on-line quizzes. 367-371
  
• Joe D. Chase, Edward G. Okie:
  Combining cooperative learning and peer instruction in introductory computer science. 372-376
  
• Duane J. Jarc, Michael B. Feldman, Rachelle S. Heller:
  Assessing the benefits of interactive prediction using Web-based algorithm animation courseware. 377-381
  
• T. Dean Hendrix, James H. Cross II, Saeed Maghsoodloo, Matthew L. McKinney:
  Do visualizations improve program comprehensibility? experiments with control structure diagrams for Java. 382-386
  
• David C. Brown, Isabel F. Cruz, David Finkel, Robert E. Kinicki, Craig E. Wills:
  Experiences with the Webware, interfaces and networking experimental laboratory. 387-391
  
• Kam Hou Vat:
  Teaching Software Psychology: expanding the perspective. 392-396
  
• D. S. Tomer, Doug Baldwin, Carl H. Smith, Peter B. Henderson, Venu Vadisigi:
  CS1 and CS2 (panel session): foundations of computer science and discrete mathematics. 397-398
  
• K. Todd Stevens, Joel E. Henry, Pamela B. Lawhead, John Lewis, Constance G. Bland, Mary Jane Peters:
  Using large projects in a computer science curriculum (panel session). 399-400
  
• Daniel D. McCracken, Manuel A. Pérez-Quiñones, Robert Bryant, Frederick N. Springsteel, Anne-Louise Radimsky:
  Experiences in starting computer engineering programs (panel session). 401-402
  
• Mary Ann Robbert, Ming Wang, Mário Guimarães, Martha E. Myers:
  The database course (panel session): what must be taught. 403-404
  
• Sue Fitzgerald, Merry McDonald, Norbert J. Kubilus, Mark A. Fienup, Dian Lopez:
  Student outcomes assessment (panel session): what works and what doesn't. 405-406
  
• Max Hailperin, David M. Arnow, Judith Bishop, Chester Lund, Lynn Andrea Stein:
  Concurrency the first year (panel session): experience reports. 407-408
  
• Doris K. Lidtke, Willis K. King, John T. Gorgone, Gayle J. Yaverbaum:
  Proposed information systems accreditation criteria (panel session). 409-410
  
• Eric Roberts, C. Fay Cover, Gerald L. Engel, Carl K. Chang, James H. Cross II, Russell L. Shackelford:
  Curriculum 2001: Evaluating the Strawman Report Representatives of the ACM/IEEE-CS Task Force (Panel Session). 411-412
  
• Doris K. Lidtke, Lee Saperstein, Kenneth W. Martin, Della Bonnette:
  What's new with ABET/CSAB integration (panel session). 413
  
• David G. Kay, Clare Bates Congdon, Sue Fitzgerald, Merle S. King, Pat Semmes:
  Teaching advice and support for new and adjunct faculty (panel session): experiences, policies, and strategies. 414-415
  
• Owen L. Astrachan, Robert Cartwight, Rich Kick, Cay S. Horstmann, Fran Trees, Gail Chapman, David Gries, Henry MacKay Walker, Ursula Wolz:
  Recommendations for changes in advanced placement computer science (panel session). 416
  
• Elliot B. Koffman, Dorothy Deremer, Chris McDonald, Loren Rhodes, S. Rebecca Thomas, A. Joe Turner, Curt M. White:
  IT programs and CS departments (panel session). 417-418
  
• Angela B. Shiflet, Philip Holmes, Chuck Niederriter, Robert M. Panoff, Ernest Sibert:
  Undergraduate computational science education (panel session). 419-420
  
• Louise Moses, Sally Fincher, James Caristi:
  Teams work (panel session). 421-422
  
• Renée A. McCauley, Nell B. Dale, Thomas B. Hilburn, Susan A. Mengel, Branson W. Murrill:
  The assimilation of software engineering into the undergraduate computer science curriculum (panel session). 423-424
  
• David G. Kay:
  Intellectual property law basics for computer science instructors (seminar session). 425
  
• John A. N. Lee, Kevin W. Bowyer:
  Future faculty development seminar in ethics, social impact and alternative teaching strategies (seminar session). 426
  
• Alyce Brady, Michael J. Clancy, Kathleen Larson:
  Introduction to the marine biology case study (seminar session). 427
  
• C. Dianne Martin, Margaret M. Reek:
  The National Science Foundation (seminar session): funding opportunities for CS faculty through the CCLI program. 428
  
• Michael Kölling, John Rosenberg:
  Objects first with Java and BlueJ (seminar session). 429