SIGCSE 2007: Covington, Kentucky, USA

Keynote address

• Judith Gal-Ezer:
  To teach is to touch lives forever. 1
  

Teaching tips we wish they'd told us before we started

• Owen L. Astrachan, Nick Parlante, Daniel D. Garcia, Stuart Reges:
  Teaching tips we wish they'd told us before we started. 2-3
  

Learning solutions for the first year

• James H. Cross II, T. Dean Hendrix, Jhilmil Jain, Larry A. Barowski:
  Dynamic object viewers for data structures. 4-8
  
• Bruce M. Adcock, Paolo Bucci, Wayne D. Heym, Joseph E. Hollingsworth, Timothy J. Long, Bruce W. Weide:
  Which pointer errors do students make? 9-13
  
• Atanas Radenski:
  Digital support for abductive learning in introductory computing courses. 14-18
  

Recruitment and retention of computing students

• Lenore Blum, Thomas J. Cortina:
  CS4HS: an outreach program for high school CS teachers. 19-23
  
• Elise H. Turner, Erik Albert, Roy M. Turner, Laurence Latour:
  Retaining majors through the introductory sequence. 24-28
  
• Larisa Eidelman, Orit Hazzan:
  Eccles' model of achievent-related choices: the case of computer science studies in Israeli high schools. 29-33
  

Artificial intelligence

• Steve Engels, Vivek Lakshmanan, Michelle Craig:
  Plagiarism detection using feature-based neural networks. 34-38
  
• Amy McGovern, Jason Fager:
  Creating significant learning experiences in introductory artificial intelligence. 39-43
  
• David M. Hansen, Joseph Bruce, David Harrison:
  Give students a clue: a course-project for undergraduate artificial intelligence. 44-48
  

Funding opportunities in computer science education at the national science foundation

• Mark Burge, Diana Burley, Harriet G. Taylor:
  Funding opportunities in computer science education at the national science foundation. 49
  

Web-based technologies

• Serge Linckels, Stephan Repp, Naouel Karam, Christoph Meinel:
  The virtual tele-tASK professor: semantic search in recorded lectures. 50-54
  
• Manas Tungare, Xiaoyan Yu, William Cameron, GuoFang Teng, Manuel A. Pérez-Quiñones, Lillian N. Cassel, Weiguo Fan, Edward A. Fox:
  Towards a syllabus repository for computer science courses. 55-59
  
• Mohamed Hamada:
  Web-based tools for active learning in information theory. 60-64
  

Mechanics of undergraduate research at liberal arts colleges - lessons learned

• David R. Musicant, Amruth N. Kumar, Doug Baldwin, Ellen Walker:
  Mechanics of undergraduate research at liberal arts colleges: lessons learned. 65-66
  

New paradigms for introductory computing courses

• Elliot B. Koffman, Heidi Ellis, Charles Kelemen, Curt M. White, Steven A. Wolfman:
  New paradigms for introductory computing courses. 67-68
  

Teaching with tablets and inking technologies

• Richard J. Anderson, Ruth E. Anderson, K. M. Davis, Natalie Linnell, Craig Prince, Valentin Razmov:
  Supporting active learning and example based instruction with classroom technology. 69-73
  
• Jaspal Subhlok, Olin Johnson, Venkat Subramaniam, Ricardo Vilalta, Chang Yun:
  Tablet PC video based hybrid coursework in computer science: report from a pilot project. 74-78
  
• Tilman Wolf:
  Assessing the impact of inking technology in a large digital design course. 79-83
  

Status report on the SIGCSE committee on models for evaluating faculty scholarship

• Shmuel Fink, Gerald Kruse, Keith Olson:
  Status report on the SIGCSE committee on models for evaluating faculty scholarship. 84-85
  

Activities and tools for course management

• Curtis Clifton, Lisa C. Kaczmarczyk, Michael Mrozek:
  Subverting the fundamentals sequence: using version control to enhance course management. 86-90
  
• Matt Bower:
  Groupwork activities in synchronous online classroom spaces. 91-95
  
• Douglas D. Dankel II, Jonathan Ohlrich:
  Students teaching students: incorporating presentations into a course. 96-99
  

Integrating mathematics and computer science

• Kirby McMaster, Nicole Anderson, Brian Rague:
  Discrete math with programming: better together. 100-104
  
• Ruedi Arnold, Marc Langheinrich, Werner Hartmann:
  InfoTraffic: teaching important concepts of computer science and math through real-world examples. 105-109
  
• Scott D. Anderson:
  A course on simulation, probability and statistics. 110-114
  

Engagement via games

• Scott T. Leutenegger, Jeffrey Edgington:
  A games first approach to teaching introductory programming. 115-118
  
• Cristina Nita-Rotaru, Melissa Dark, Voicu Popescu:
  A multi-expertise application-driven class. 119-123
  
• Joan Peckham, Peter D. Stephenson, Jean-Yves Hervé, Ron Hutt, L. Miguel Encarnação:
  Increasing student retention in computer science through research programs for undergraduates. 124-128
  

UML tools: what is their role in undergraduate computer science courses?

• Dick Gayler, David Klappholz, Valerie J. Harvey, Manuel A. Pérez-Quiñones:
  UML tools: what is their role in undergraduate computer science courses? 129-130
  

Assessing computer science programs: what have we learned

• Bill Marion, John Impagliazzo, Caroline St. Clair, Barry Soroka, Deborah Whitfield:
  Assessing computer science programs: what have we learned. 131-132
  

An Initiative to attract students to computing

• Lillian N. Cassel, Andrew D. McGettrick, Gordon Davies, Heikki Topi, Robert H. Sloan:
  An initiative to attract students to computing. 133-134
  

Tools and techniques for teaching object-oriented programming

• Robert E. Noonan, John R. Hott:
  A course in software development. 135-139
  
• Dave Feinberg:
  A visual object-oriented programming environment. 140-144
  
• Sara Stoecklin, Suzanne Smith, Catharina M. Serino:
  Teaching students to build well formed object-oriented methods through refactoring. 145-149
  

Algorithm visualization

• Clifford A. Shaffer, Matthew Cooper, Stephen H. Edwards:
  Algorithm visualization: a report on the state of the field. 150-154
  
• Erik Carson, Ian Parberry, Bradley Jensen:
  Algorithm explorer: visualizing algorithms in a 3D multimedia environment. 155-159
  
• Wolfgang Hürst, Tobias Lauer, Eveline Nold:
  A study of algorithm animations on mobile devices. 160-164
  

Mindstorms: robotics and beyond

• Daniel E. Stevenson, James D. Schwarzmeier:
  Building an autonomous vehicle by integrating lego mindstorms and a web cam. 165-169
  
• Michael J. Jipping, Cameron Calka, Brian O'Neill, Christopher R. Padilla:
  Teaching students java bytecode using lego mindstorms robots. 170-174
  
• Frank Klassner, Christopher Continanza:
  Mindstorms without robotics: an alternative to simulations in systems courses. 175-179
  

Communication skills

• Eliseo Berni Reategui, Elisa Boff, John A. Campbell:
  Using virtual characters in personalized recommendations. 180-184
  
• Jessen T. Havill, Lewis D. Ludwig:
  Technically speaking: fostering the communication skills of computer science and mathematics students. 185-189
  
• Michelle Craig:
  Facilitated student discussions for evaluating teaching. 190-194
  

Computational thinking

• Peter B. Henderson, Thomas J. Cortina, Jeannette M. Wing:
  Computational thinking. 195-196
  

Keynote address

• Grady Booch:
  Readn', writ'n, 'rithmetic...and code'n. 197
  

Active learning

• Kung-Kiu Lau:
  Active learning sheets for a beginner's course on reasoning about imperative programs. 198-202
  
• Donald D. Chinn, Kristofer Martin, Catherine Spencer:
  Treisman workshops and student performance in CS. 203-207
  
• Dino Schweitzer, Wayne Brown:
  Interactive visualization for the active learning classroom. 208-212
  

Non-majors and budding majors

• Kris Powers, Stacey Ecott, Leanne M. Hirshfield:
  Through the looking glass: teaching CS0 with Alice. 213-217
  
• Thomas J. Cortina:
  An introduction to computer science for non-majors using principles of computation. 218-222
  
• David J. Malan, Henry H. Leitner:
  Scratch for budding computer scientists. 223-227
  

Patterns

• Carl Alphonce, Michael E. Caspersen, Adrienne Decker:
  Killer "killer examples" for design patterns. 228-232
  
• Paul V. Gestwicki:
  Computer games as motivation for design patterns. 233-237
  
• Andy Carle, Michael J. Clancy, John Canny:
  Working with pedagogical patterns in PACT: initial applications and observations. 238-242
  

Programming-lite: a dialog on educating computer science practitioners in a flat world

• Robert B. Allen, David Klappholz, Michael R. Wick, Carol Zander:
  Programming-lite: a dialog on educating computer science practitioners in a "flat world". 243-244
  

... But what do the top-rated schools do? a survey of introductory computer science curricula

• Jeffrey Forbes, Daniel D. Garcia:
  "...But what do the top-rated schools do?": a survey of introductory computer science curricula. 245-246
  

ACM-W's new programs for recruiting and retaining women in computing

• Paula Gabbert, Barbara Boucher Owens, Bettina Bair, Chris Stephenson, Joanne McGrath Cohoon, Gloria Childress Townsend:
  ACM-W's new programs for recruiting and retaining women in computing. 247-248
  

Teaching computer graphics

• Kelvin Sung, Peter Shirley, Becky Reed Rosenberg:
  Experiencing aspects of games programming in an introductory computer graphics class. 249-253
  
• Mike Bailey, Steve Cunningham:
  A hands-on environment for teaching GPU programming. 254-258
  
• Jerry O. Talton, Darren N. Fitzpatrick:
  Teaching graphics with the openGL shading language. 259-263
  

Day one of the objects-first first course: what to do

• Joe Bergin, Michael J. Clancy, Don Slater, Michael Goldweber, David B. Levine:
  Day one of the objects-first first course: what to do. 264-265
  

Pedagogy

• Tamara Denning, Michael Kelly, David Lindquist, Roshni Malani, William G. Griswold, Beth Simon:
  Lightweight preliminary peer review: does in-class peer review make sense? 266-270
  
• Stuart Hansen, Erica Eddy:
  Engagement and frustration in programming projects. 271-275
  
• Tzu-Yi Chen, Gary Lewandowski, Robert McCartney, Kate Sanders, Beth Simon:
  Commonsense computing: using student sorting abilities to improve instruction. 276-280
  

Outcomes-based computing accreditation criteria

• Gayle J. Yaverbaum, Doris K. Lidtke, Han Reichgelt, Stuart H. Zweben:
  Outcomes-based computing accreditation: program assessment. 281-282
  

Embedded systems and architecture

• Brian G. VanBuren, Muhammad Shaaban:
  MicroTiger: a graphical microcode simulator with a reconfigurable datapath. 283-287
  
• J. Stanley Warford, Ryan Okelberry:
  Pep8CPU: a programmable simulator for a central processing unit. 288-292
  
• William P. Birmingham, Leah Acker:
  Software-defined radio for undergraduate projects. 293-297
  

K-12 computing

• Barbara Ericson, Mark Guzdial, Maureen Biggers:
  Improving secondary CS education: progress and problems. 298-301
  
• Daniel Frost:
  Fourth grade computer science. 302-306
  
• Joel C. Adams:
  Alice, middle schoolers & the imaginary worlds camps. 307-311
  

Project management and software engineering

• Robert R. Kessler, Nathan Dykman:
  Integrating traditional and agile processes in the classroom. 312-316
  
• Karen L. Reid, Gregory V. Wilson:
  DrProject: a software project management portal to meet educational needs. 317-321
  
• Ursula Wolz, Sarah Monisha Pulimood:
  An integrated approach to project management through classic CS III and video game development. 322-326
  

Status report of the SIGCSE committee on teaching computer science research methods

• Hilary J. Holz, Anne Gates Applin, William Joel:
  Status report of the SIGCSE committee on teaching computer science research methods. 327-328
  

The current crisis in computing: what are the real issues?

• Lillian N. Cassel, Andrew D. McGettrick, Mark Guzdial, Eric Roberts:
  The current crisis in computing: what are the real issues? 329-330
  

New ways to teach CS1

• Gloria Childress Townsend, Suzanne Menzel, Katie A. Siek:
  Leveling the CS1 playing field. 331-335
  
• Thomas P. Murtagh:
  Weaving CS into CS1: a doubly depth-first approach. 336-340
  
• Kristy Elizabeth Boyer, Rachael S. Dwight, Carolyn S. Miller, C. Dianne Raubenheimer, Matthias F. Stallmann, Mladen A. Vouk:
  A case for smaller class size with integrated lab for introductory computer science. 341-345
  

It seemed like a good idea at the time

• Jonas Boustedt, Robert McCartney, Josh D. Tenenberg, Titus Winters, Stephen Edwards, Briana B. Morrison, David R. Musicant, Ian Utting, Carol Zander:
  It seemed like a good idea at the time. 346-347
  

Bioinformatics

• Russel Bruhn, Steven F. Jennings:
  A multidisciplinary bioinformatics minor. 348-352
  
• Pamela A. Cutter:
  Having a BLAST: a bioinformatics project in CS2. 353-357
  
• Jon Beck, Brent Buckner, Olga Nikolova:
  Using interdisciplinary bioinformatics undergraduate research to recruit and retain computer science students. 358-361
  

Kinesthetic learning activities

• Paolo A. G. Sivilotti, Scott M. Pike:
  The suitability of kinesthetic learning activities for teaching distributed algorithms. 362-366
  
• Darren Lim:
  Taking students out for a ride: using a board game to teach graph theory. 367-371
  
• Janet Davis, Samuel A. Rebelsky:
  Food-first computer science: starting the first course right with PB&J. 372-376
  

Developing resources to support a national computer science curriculum for K-12

• Anita Verno, Steve Cooper, Thomas J. Cortina, Barb Ericson, Bill Madden:
  Developing resources to support a national computer science curriculum for K-12. 377-378
  

Emerging instructional technologies

• Jorge L. V. Barbosa, Rodrigo Hahn, Débora Nice Ferrari Barbosa, Cláudio F. R. Geyer:
  Mobile and ubiquitous computing in an innovative undergraduate course. 379-383
  
• David Lindquist, Tamara Denning, Michael Kelly, Roshni Malani, William G. Griswold, Beth Simon:
  Exploring the potential of mobile phones for active learning in the classroom. 384-388
  
• David J. Malan:
  Podcasting computer science E-1. 389-393
  

Alice frenzy: an interactive group activity

• James Caristi, Stephen Cooper, Judy Mullins:
  Alice Frenzy: an interactive group activity. 394
  

Gender issues

• James P. Cohoon:
  An introductory course format for promoting diversity and retention. 395-399
  
• Jon Beck:
  Forming a women's computer science support group. 400-404
  
• Mark E. Hoffman, David R. Vance:
  Gender difference trends in computer literacy of first-year students. 405-409
  
• Elinor M. Madigan, Marianne Goodfellow, Jeffrey A. Stone:
  Gender, perceptions, and reality: technological literacy among first-year students. 410-414
  

Curriculum issues

• Timothy A. Davis, Robert Geist, Sarah Matzko, James Westall:
  tauepsilonChinueta: trial phase for the new curriculum. 415-419
  
• Merrick L. Furst, Charles L. Isbell, Mark Guzdial:
  Threads^TM: how to restructure a computer science curriculum for a flat world. 420-424
  
• Mingrui Zhang, Eugene Lundak, Chi-Cheng Lin, Tim Gegg-Harrison, Joan M. Francioni:
  Interdisciplinary application tracks in an undergraduate computer science curriculum. 425-429
  
• Dana Wortman, Penny Rheingans:
  Visualizing trends in student performance across computer science courses. 430-434
  

Programming languages and compilers

• Martin Ruckert:
  Teaching compiler construction and language design: making the case for unusual compiler projects with postscript as the target language. 435-439
  
• Li Xu:
  RobotStudio: a modern IDE-based approach to reality computing. 440-444
  
• Christopher W. Brown, Eric A. Hardisty:
  RegeXeX: an interactive system providing regular expression exercises. 445-449
  
• Scott Sigman:
  Engaging students in formal language theory and theory of computation. 450-453
  

Software engineering

• Michela Pedroni, Till G. Bay, Manuel Oriol, Andreas Pedroni:
  Open source projects in programming courses. 454-458
  
• Lucas Layman, Laurie A. Williams, Kelli M. Slaten:
  Note to self: make assignments meaningful. 459-463
  
• Barry L. Kurtz, James B. Fenwick Jr., Christopher C. Ellsworth, Xiaohong Yuan, Adam Steele, Xiaoping Jia:
  Inter-University software engineering using web services. 464-468
  
• J. D. Chase, Ed Oakes, Sean Ramsey:
  Using live projects without pain: the development of the small project support center at Radford University. 469-473
  

NSF-DGE GK-12 teaching: fellowships changing student perceptions about computer science

• Linda B. Sherrell, Chang Liu, William M. Pottenger, Paul Gross:
  NSF-DGE GK-12 teaching fellowships: changing student perceptions about computer science. 474-475
  

Security and networks

• Susan J. Lincke:
  Network security auditing as a community-based learning project. 476-480
  
• Ken Wong, Tilman Wolf, Sergey Gorinsky, Jonathan S. Turner:
  Teaching experiences with a virtual network laboratory. 481-485
  
• Wenliang Du, Zhouxuan Teng, Ronghua Wang:
  SEED: a suite of instructional laboratories for computer SEcurity EDucation. 486-490
  
• Lisa Lancor, Robert Workman:
  Using google hacking to enhance defense strategies. 491-495
  

Computer games in the classroom, or, how to get perfect attendance, even at 8 am

• Bary Burd, John Goulden, Brian Ladd, Michael Rogers, Kris Stewart:
  Computer games in the classroom, or, how to get perfect attendance, even at 8 AM. 496
  

Nifty assignments

• Nick Parlante, John Cigas, Angela B. Shiflet, Raja Sooriamurthi, Michael J. Clancy, Bob Noonan, David Reed:
  Nifty assignments. 497-498
  

Computer science education research

• Linxiao Ma, John D. Ferguson, Marc Roper, Murray Wood:
  Investigating the viability of mental models held by novice programmers. 499-503
  
• Jonas Boustedt, Anna Eckerdal, Robert McCartney, Jan Erik Moström, Mark Ratcliffe, Kate Sanders, Carol Zander:
  Threshold concepts in computer science: do they exist and are they useful? 504-508
  
• Michael R. Wick:
  Bridging the conceptual gap: assessing the impact on student attitudes toward programming. 509-513
  
• Josh D. Tenenberg, Sally Fincher:
  Opening the door of the computer science classroom: the disciplinary commons. 514-518
  

The computing ontology project - the computing education application

• Lillian N. Cassel, Robert H. Sloan, Gordon Davies, Heikki Topi, Andrew D. McGettrick:
  The computing ontology project: the computing education application. 519-520
  

Courseware

• Eric Roberts:
  Resurrecting the applet paradigm. 521-525
  
• Thomas P. Murtagh:
  Squint: barely visible library support for CS1. 526-530
  
• Michael Woodley, Samuel N. Kamin:
  Programming studio: a course for improving programming skills in undergraduates. 531-535
  
• Steven Robbins:
  A Java execution simulator. 536-540
  

Computing and society

• Brian J. Rosmaita:
  Making service learning accessible to computer scientists. 541-545
  
• Joanne McGrath Cohoon:
  Gendered experiences of computing graduate programs. 546-550
  
• Heidi J. C. Ellis, Ralph A. Morelli, Trishan R. de Lanerolle, Jonathan Damon, Jonathan Raye:
  Can humanitarian open-source software development draw new students to CS? 551-555
  
• Tarsem S. Purewal Jr., Chris Bennett, Frederick Maier:
  Embracing the social relevance: computing, ethics and the community. 556-560
  

Systems and databases

• Edward Sciore:
  SimpleDB: a simple java-based multiuser syst for teaching database internals. 561-565
  
• Haifeng Liu, Xianglan Chen, Yuchang Gong:
  BabyOS: a fresh start. 566-570
  
• Chuck Pheatt:
  An easy to use distributed computing framework. 571-575
  
• Charles Border:
  The development and deployment of a multi-user, remote access virtualization system for networking, security, and system administration classes. 576-580
  

Keynote address

• Jonathan Schaeffer:
  The games computers play...: perfectly. 581