SIGCSE 2001: Charlotte, North Carolina, USA

@proceedings{DBLP:conf/sigcse/2001,
  editor    = {Henry MacKay Walker and
               Ren{\'e}e A. McCauley and
               Judith L. Gersting and
               Ingrid Russell},
  title     = {Proceedings of the 32rd SIGCSE Technical Symposium on Computer
               Science Education, 2001, Charlotte, North Carolina, USA, 2001},
  booktitle = {SIGCSE},
  publisher = {ACM},
  year      = {2001},
  isbn      = {1-58113-329-4},
  bibsource = {DBLP, http://dblp.uni-trier.de}
}

• Eric Roberts:
  An overview of MiniJava. 1-5
  
• Kim B. Bruce, Andrea Pohoreckyj Danyluk, Thomas P. Murtagh:
  A library to support a graphics-based object-first approach to CS 1. 6-10
  
• Elliot B. Koffman, Ursula Wolz:
  A simple java package for GUI-like interactivity. 11-15
  
• Duane Buck, David J. Stucki:
  JKarelRobot: a case study in supporting levels of cognitive development in the computer science curriculum. 16-20
  
• David Ginat:
  Misleading intuition in algorithmic problem solving. 21-25
  
• Paolo Bucci, Timothy J. Long, Bruce W. Weide:
  Do we really teach abstraction? 26-30
  
• W. Garrett Mitchener, Amin Vahdat:
  A chat room assignment for teaching network security. 31-35
  
• John M. D. Hill, Curtis A. Carver Jr., Jeffrey W. Humphries, Udo W. Pooch:
  Using an isolated network laboratory to teach advanced networks and security. 36-40
  
• David Janzen:
  From RS-232 to object request brokers: incremental object-oriented networking projects. 41-44
  
• Joseph A. Turner, Joseph L. Zachary:
  Javiva: a tool for visualizing and validating student-written Java programs. 45-49
  
• Byron Weber Becker:
  Teaching CS1 with karel the robot in Java. 50-54
  
• Elizabeth Odekirk-Hash, Joseph L. Zachary:
  Automated feedback on programs means students need less help from teachers. 55-59
  
• Stephan Diehl, Andreas Kerren:
  Levels of exploration. 60-64
  
• Christopher M. Boroni, Frances W. Goosey, Michael T. Grinder, Rockford J. Ross:
  Engaging students with active learning resources: hypertextbooks for the web. 65-69
  
• Guido Rößling, Bernd Freisleben:
  AnimalScript: an extensible scripting language for algorithm animation. 70-74
  
• Guy W. Zimmerman, Dena Elisabeth Eber:
  When worlds collide!: an interdisciplinary course in virtual-reality art. 75-79
  
• Joe Marks, William T. Freeman, Henry H. Leitner:
  Teaching applied computing without programming: a case-based introductory course for general education. 80-84
  
• D. Robert Adams, Carl Erickson:
  Teaching networking and operating systems to information systems majors. 85-89
  
• Randal E. Bryant, David R. O'Hallaron:
  Introducing computer systems from a programmer's perspective. 90-94
  
• Ursula Wolz:
  Teaching design and project management with lego RCX robots. 95-99
  
• David Reed:
  Rethinking CS0 with JavaScript. 100-104
  
• Robert M. Harlan, David B. Levine, Shelley McClarigan:
  The Khepera robot and the kRobot class: a platform for introducing robotics in the undergraduate curriculum. 105-109
  
• Matthew Merzbacher:
  Open artificial intelligence - one course for all. 110-113
  
• Linda Bright Lankewicsz:
  Undergraduate research in genetic algorithms. 114-118
  
• John L. Lowther, Ching-Kuang Shene:
  Computing with geometry as an undergraduate course: a three-year experience. 119-123
  
• Orit Hazzan:
  Teaching the human aspect of software engineering - a case study. 124-128
  
• Michael T. Goodrich, Roberto Tamassia:
  Teaching internet algorithmics. 129-133
  
• Michael A. Redmond:
  A computer program to aid assignment of student project groups. 134-138
  
• Edward F. Gehringer:
  Electronic peer review and peer grading in computer-science courses. 139-143
  
• Vir V. Phoha:
  An interactive dynamic model for integrating knowledge management methods and knowledge sharing technology in a traditional classroom. 144-148
  
• John K. Estell:
  IPP: a web-based interactive programming portfolio. 149-153
  
• Ray Lischner:
  Explorations: structured labs for first-time programmers. 154-158
  
• A. T. Chamillard, Jay K. Joiner:
  Using lab practica to evaluate programming ability. 159-163
  
• Kay A. Robbins, Catherine Sauls Key, Keith Dickinson, John Montgomery:
  Solving the CS1/CS2 lab dilemma: students as presenters in CS1/CS2 laboratories. 164-168
  
• Michael J. Jipping, Joshua Krikke, Sarah Dieter, Samantha Sandro:
  Using handheld computers in the classroom: laboratories and collaboration on handheld machines. 169-173
  
• Anne Gates Applin:
  Second language acquisition and CS1. 174-178
  
• Malcolm Morrison, Timothy S. Newman:
  A study of the impact of student background and preparedness on outcomes in CS I. 179-183
  
• Brenda Cantwell Wilson, Sharon Shrock:
  Contributing to success in an introductory computer science course: a study of twelve factors. 184-188
  
• Ann E. Fleury:
  Encapsualtion and reuse as viewed by Java students. 189-193
  
• Carl Bredlau, Dorothy Deremer:
  Assembly language through the Java virtual machine. 194-198
  
• Stanislaw P. Maj, D. Veal, Rick Duley:
  A proposed new high level abstraction for computer technology. 199-203
  
• William Yurcik, Larry Brumbaugh:
  A web-based little man computer simulator. 204-208
  
• Douglas Harms, Dave A. Berque:
  Using a PDP-11/10 to teach content and history in computer organization courses. 209-213
  
• Julie Barnes, Laura M. Leventhal:
  Turing the tables: introducing software engineering concepts in a user interface design course. 214-218
  
• Mark Guzdial:
  Using squeak for teaching user interface software. 219-223
  
• Lori L. Pollock, Mike Jochen:
  Making parallel programming accessible to inexperienced programmers through cooperative learning. 224-228
  
• Stephen J. Hartley:
  "Alfonse, give me a call!". 229-232
  
• Michael Docherty, Peter Sutton, Margot Brereton, Simon M. Kaplan:
  An innovative design and studio-based CS degree. 233-237
  
• Forouzan Golshani, Sethuraman Panchanathan, Oris Friesen, Youngchoon Park, Jeong-Jun Song:
  A comprehensive curriculum for IT education and workforce development: an engineering approach. 238-242
  
• Allen B. Tucker, Charles Kelemen, Kim B. Bruce:
  Our curriculum has become math-phobic! 243-247
  
• Laurie A. Smith King, John Barr, Ben Coleman:
  What could be more SLic?: projects for the programming languages course. 248-252
  
• Michael R. Wick, Daniel E. Stevenson:
  A reductionist approach to a course on programming languages. 253-257
  
• Michael R. Wick:
  Kaleidoscope: using design patterns in CS1. 258-262
  
• Dung Zung Nguyen, Stephen B. Wong:
  Design patterns for sorting. 263-267
  
• Timothy S. Gegg-Harrison:
  Ancient Egyptian numbers: a CS-complete example. 268-272
  
• Erik Herzog, Peter Loborg, Simin Nadjm-Tehrani:
  Real-time lab excercises: a teacher's dilemma. 273-277
  
• Joseph M. Clifton:
  A CS/SE approach to a real-time embedded systems software development course. 278-281
  
• Joseph Bergin:
  A pattern language for initial course design. 282-286
  
• Lori L. Pollock:
  Integrating an intensive experience with communication skills development into a computer science course. 287-291
  
• Raymond Lister:
  Objectives and objective assessment in CS1. 292-296
  
• Richard Rasala, Jeff Raab, Viera K. Proulx:
  Java power tools: model software for teaching object-oriented design. 297-301
  
• Owen L. Astrachan:
  OO overkill: when simple is better than not. 302-306
  
• Ralph Morelli, Ralph Walde, Gregg Marcuccio:
  A java API for historical ciphers: an object-oriented design project. 307-311
  
• Tyrone Nicholas, Jerzy A. Barchanski:
  TOS: an educational distributed operating system in Java. 312-316
  
• Steven Robbins:
  Starving philosophers: experimentation with monitor synchronization. 317-321
  
• John L. Donaldson:
  Architecture-dependent operating system project sequence. 322-326
  
• Laurie A. Williams, Richard L. Upchurch:
  In support of student pair-programming. 327-331
  
• Allen S. Parrish, Brandon Dixon, David Cordes:
  Binary software components in the undergraduate computer science curriculum. 332-336
  
• Edward L. Jones:
  Integrating testing into the curriculum - arsenic in small doses. 337-341
  
• Jon A. Preston, Laura Wilson:
  Offering CS1 on-line reducing campus resource demand while improving the learning environment. 342-346
  
• Richard J. Anderson, Martin Dickey, Hal Perkins:
  Experiences with tutored video instruction for introductory programming courses. 347-351
  
• Judy Brown, Jiayun Lu:
  Designing better online teaching material. 352-356
  
• Susan Darling Urban, Suzanne W. Dietrich:
  Advanced database concepts for undergraduates: experience with teaching a second course. 357-361
  
• Suzanne W. Dietrich, Dan Suceava, Chakrapani Cherukuri, Susan Darling Urban:
  A reusable graphical user interface for manipulating object-oriented databases using Java and XML. 362-366
  
• Ming Wang:
  Implementation of object-relational DBMSs in a relational database course. 367-370
  
• Robert Montante, Zahira S. Khan:
  Specialized certification programs in computer science. 371-375
  
• Kathleen Harmeyer, Donna Tupper, William Beck, Sylvia Sorkin:
  Preparing students for internet and multimedia technology careers. 376-380
  
• D. Veal, Stanislaw P. Maj, Rick Duley:
  Assessing "hands on" skills on CS1 computer & network technology units. 381-385
  
• Shari Lawrence Pfleeger, Pat Teller, Sheila E. Castaneda, Manda Wilson, Rowan Lindley:
  Increasing the enrollment of women in computer science. 386-387
  
• John T. Stasko, Mark Guzdial, Michael J. Clancy, Nell B. Dale, Sally Fincher:
  Models and areas for CS education research. 388-389
  
• David Gries, Bill Marion, Peter Henderson, Diane Schwartz:
  How mathematical thinking enchances computer science problem solving. 390-391
  
• Gordon Davies, Wendy Doube, Wendy A. Lawrence-Fowler, Dale Shaffer:
  Quality in distance education. 392-393
  
• Allen S. Parrish, Joe Hollingsworth, Peter M. Maurer, Benjamin Shults, Bruce W. Weide:
  Identifying an appropriate view of software components for undergraduate education. 394-395
  
• Barbara Boucher Owens, Fran Hunt, Stuart Reges, Cary Laxer:
  The university perspective: awarding credit for advanced placement (AP) in computer science. 396-397
  
• Samuel A. Rebelsky, Peter B. Henderson, Amruth N. Kumar, Frederick N. Springsteel:
  Why I do declare!: declarative programming in the undergraduate curriculum. 398-399
  
• Bei-Tseng Bill Chu, Venu Dasigi, John T. Gorgone, David L. Spooner:
  Information technology curriculum development. 400-401
  
• Judith L. Gersting, Peter B. Henderson, Philip Machanick, Yale N. Patt:
  Programming early considered harmful. 402-403
  
• Michael Goldweber, Clare Bates Congdon, Barry S. Fagin, Deborah J. Hwang, Frank Klassner:
  The use of robots in the undergraduate curriculum: experience reports. 404-405
  
• Carolee Stewart-Gardiner, David G. Kay, Joyce Currie Little, Joseph D. Chase, John Fendrich, Laurie A. Williams, Ursula Wolz:
  Collaboration vs plagiarism in computer science programming courses. 406-407
  
• Nell B. Dale, Rick Mercer, Elliot B. Koffman, Walter J. Savitch:
  Writing a textbook: walking the gauntlet. 408-409
  
• Byron Weber Becker, Richard Rasala, Joseph Bergin, Christine Shannon, Eugene Wallingford:
  Polymorphic panelists. 410-411
  
• Nick Parlante, Michael J. Clancy, Stuart Reges, Julie Zelenski, Owen L. Astrachan:
  Nifty assignments panel. 412-413
  
• Dan Curtin, Gary Lewandowski, Carla N. Purdy, Dennis Gibson, Lisa Meeden:
  The nuts and bolts of academic careers: a primer for students and beginning faculty. 414-415
  
• Ann S. Ferren, J. A. N. Lee, Ivan B. Liss, Joe D. Chase, Robert Phillips:
  The design and development of the college of information technology at Radford University. 416-417
  
• Jane Prey:
  ACM SIGCSE NSF CCLI project showcase. 418
  
• Scott Grissom, Thomas L. Naps, Nick Parlante, Pamela B. Lawhead:
  Practical teaching tips from around the world. 419
  
• Andrew Bernat, Harriet G. Taylor:
  Taking advantage of national science foundation funding opportunities. 420
  
• John T. Gorgone, Doris K. Lidtke, David L. Feinstein:
  Status of information systems accreditation. 421-422
  
• David Gries, Kathleen Larson, Susan H. Rodger, Mark Allen Weiss, Ursula Wolz:
  AP CS goes OO. 423-24
  
• David Ginat, Daniel D. Garcia, Owen L. Astrachan, Joseph Bergin:
  Colorful illustrations of algorithmic design techniques and problem solving. 425-426
  
• Debra Burton Farrior, Daniel E. Hallock:
  Using project management concepts and microsoft project software as a tool to develop and manage both on-line and on-campus courses and student team projects. 427
  
• Richard G. Epstein:
  The play's the thing: ElderCare VR. 428
  
• Carl Alphonce, Debra T. Burhans, Helene Kershner, Barbara Sherman, Deborah Walters, Erica Eddy, Gloria Melara, Peter DePasquale, J. Philip East, Frederick N. Springsteel, Kurt F. Lauckner:
  Teaching using off-the shelf on-line materials. 429-430
  
• Peter J. Denning, Wayne R. Dyksen, Richard J. LeBlanc, Edward L. Robertson:
  Model curricula for IT schools: report of a curriculum committee. 431-432
  
• Eric Roberts, Gerald L. Engel, C. Fay Cover, Andrew D. McGettrick, Carl K. Chang, Ursula Wolz:
  Computing curricula 2001 how will it work for you? 433-434