ACM SIGCSE Bulletin, Volume 34

Volume 34, Number 1, January 2002

Volume 34, Number 2, June 2002

• Deborah G. Johnson, Keith W. Miller:
  Is diversity in computing a moral matter? 9-10
  
• Edward D. Lazowska:
  Pale and male: 19^th century design in a 21^st century world. 11-12
  
• Anita Borg:
  Computing 2002: democracy, education, and the future. 13-14
  
• John A. N. Lee:
  Well behaved women rarely make history! 14-15
  
• Maria M. Klawe:
  Girls, boys, and computers. 16-17
  
• Jane Prey, Kevin Treu:
  What do you say?: open letters to women considering a computer science major. 18-20
  
• Lorien Y. Pratt, Manavendra Misra:
  Perspectives on academic vs. industry environments for women in computer science. 20-22
  
• Valerie E. Taylor:
  Women of color in computing. 22-23
  
• Anita Jones:
  The curious ways of professional cultures and the "two-body opportunity". 24-25
  

• Caroline E. Wardle, Lawrence Burton:
  Programmatic efforts encouraging women to enter the information technology workforce. 27-31
  
• Angela M. Balcita, Doris L. Carver, Mary Lou Soffa:
  Shortchanging the future of information technology: the untapped resource. 32-35
  
• Andrea Jepson, Teri Perl:
  Priming the pipeline. 36-39
  
• Willa Duplantis, Eve MacGregor, Maria M. Klawe, Michele Ng:
  'Virtual family': an approach to introducing java programming. 40-43
  
• Jeri Countryman, Alegra Feldman, Linda Kekelis, Ellen Spertus:
  Developing a hardware and programming curriculum for middle school girls. 44-47
  
• Joanne McGrath Cohoon:
  Recruiting and retaining women in undergraduate computing majors. 48-52
  
• Sheila Humphreys, Ellen Spertus:
  Leveraging an alternative source of computer scientists: reentry programs. 53-56
  
• Gloria Childress Townsend:
  People who make a difference: mentors and role models. 57-61
  
• Paula Gabbert, Paige H. Meeker:
  Support communities for women in computing. 62-65
  
• Joan M. Francioni:
  A conference's impact on undergraduate female students. 66-69
  
• Gloria Montano:
  Virtual development center. 70-73
  
• Carol Frieze, Lenore Blum:
  Building an effective computer science student organization: the Carnegie Mellon women@SCS action plan. 74-78
  
• Allan Fisher, Jane Margolis:
  Unlocking the clubhouse: the Carnegie Mellon experience. 79-83
  
• Eric S. Roberts, Marina Kassianidou, Lilly Irani:
  Encouraging women in computer science. 84-88
  
• Debbie Clayton, Teresa Lynch:
  Ten years of strategies to increase participation of women in computing programs: the Central Queensland University experience: 1999-2001. 89-93
  
• Vashti Galpin:
  Women in computing around the world. 94-100
  
• Annemieke Craig, Rose Paradis, Eva Turner:
  A gendered view of computer professionals: preliminary results of a survey. 101-104
  
• Barbara Moskal:
  Female computer science doctorates: what does the survey of earned doctorates reveal? 105-111
  
• Chuck Huff:
  Gender, software design, and occupational equity. 112-115
  
• Denise W. Gürer:
  Women in computing history. 116-120
  
• Denise W. Gürer, Tracy Camp:
  An ACM-W literature review on women in computing. 121-127
  

• Tracy Camp:
  The incredible shrinking pipeline. 129-134
  
• Amy Pearl, Martha E. Pollack, Eve A. Riskin, Becky Thomas, Elizabeth Wolf, Alice Wu:
  Becoming a computer scientist. 135-143
  
• Ellen Spertus:
  Gender benders. 145-146
  
• Joy Teague:
  Women in computing: what brings them to it, what keeps them in it? 147-158
  
• Sara B. Kiesler, Lee S. Sproull, Jacquelynne S. Eccles:
  Pool halls, chips, and war games: women in the culture of computing. 159-164
  
• Kevin Treu, Alisha Skinner:
  Ten suggestions for a gender-equitable CS classroom. 165-167
  
• Janice E. Cuny, William Aspray:
  Recruitment and retention of women graduate students in computer science and engineering: results of a workshop organized by the computing research association. 168-174
  
• Denise W. Gürer:
  Pioneering women in computer science. 175-180
  

Volume 34, Number 3, September 2002

Volume 34, Number 4, December 2002

• David Gries:
  Where is programming methodology these days? 5-7
  

• Don Gotterbarn:
  Black and blue epiphany: the missing elements of professionalism. 8-9
  
• C. Dianne Martin:
  Computing curricula 2001: reverse engineering a computer science curriculum (part 1). 10-11
  

• J. A. N. Lee:
  Where did history go? 11-12
  

• Tony Clear:
  Design and usability in security systems: daily life as a context of use? 13-14
  

• John T. Gorgone:
  Information technology: an adolescent in the arena. 15-16
  

• Nell B. Dale:
  Increasing interest in CS ed research. 16-17
  

• Renée McCauley:
  Hear ye, hear ye!: a valuable new resource for computer science educators finally available. 17-18
  

• Henry MacKay Walker:
  Teaching and a sense of the dramatic: act II. 18-19
  

• Judith L. Gersting, Frank H. Young:
  Job-hunting 101. 20-21
  

• Robert Campbell:
  New computing curriculum for two-year colleges. 21-22
  

• Erich Neuwirth, Viera K. Proulx:
  IFIP and issues in pre-college education. 23-24
  

• Jeffrey L. Popyack:
  The international honor society for the computing and information disciplines. 25-26
  

• Peter B. Henderson:
  Making math interesting. 26-28
  

• David Ginat:
  Divisor games. 28-29
  

• Nick Parlante:
  Tree-list recursion. 30-31
  

• Mohammed Samaka:
  Changing a computer science curriculum in light of computing curricula 2001. 32-35
  
• Antonio Cartelli:
  Computer science education in Italy: a survey. 36-39
  
• Angela B. Shiflet:
  Computer science with the sciences: an emphasis in computational science. 40-43
  
• Sami Surakka, Lauri Malmi:
  Work experience vs. co-operative education program. 44-47
  
• G. Michael Schneider:
  A new model for a required senior research experience. 48-51
  
• Thomas R. Hogan, Patrick R. Harrison, Kay G. Schulze:
  Developing and maintaining an effective assessment program. 52-56
  
• Theresa Beaubouef:
  Why computer science students need math. 57-59
  
• Bruria Haberman:
  Frames and boxes: a pattern-based method for manipulating binary trees. 60-64
  
• Yannis Manolopoulos:
  Binomial coefficient computation: recursion or iteration? 65-67
  
• David G. Hannay:
  Interactive tools for computation theory. 68-70
  
• R. Gregory Taylor:
  LL parsing, LR parsing, complexity, and automata. 71-75
  
• Michael R. Wick, Andrew T. Phillips:
  Comparing the template method and strategy design patterns in a genetic algorithm application. 76-80
  
• Jerome L. Lewis:
  A reliable test for inclusion of a point in a polygon. 81-84
  
• Timothy J. Rolfe:
  One-time binary search tree balancing: the Day/Stout/Warren (DSW) algorithm. 85-88
  
• Ray Giguette:
  The Crawfish and the Aztec treasure maze: adventures in data structures. 89-93
  
• John Minor Ross:
  Guiding students through programming puzzles: value and examples of Java game assignments. 94-98
  
• Torben Lorenzen, Ward Heilman:
  CS1 and CS2: write computer games in Java! 99-100
  
• Chris J. Harrison:
  ICPL: an initial concurrent programming language. 101-105
  
• Douglas Bell:
  Visual basic.Net as a first language: an evaluation. 107-108
  
• James Howatt:
  Operating systems projects: Minix revisited. 109-111
  
• Denis Riordan:
  Towards an integrated learning laboratory environment for first-year computer science students. 112-116
  
• Francis Suraweera:
  Enhancing the quality of learning and understanding of first-year mathematics for computer science related majors. 117-120
  
• Nathan Rountree, Janet Rountree, Anthony Robins:
  Predictors of success and failure in a CS1 course. 121-124
  
• Elena García Barriocanal, Miguel Ángel Sicilia Urbán, Ignacio Aedo, Paloma Díaz-Pérez:
  An experience in integrating automated unit testing practices in an introductory programming course. 125-128
  
• Douglas B. Bock, John F. Schrage:
  Denormalization guidelines for base and transaction tables. 129-133
  
• Luiz Fernando Capretz:
  Implications of MBTI in software engineering education. 134-137
  
• Milan E. Soklic:
  Simulation of load balancing algorithms: a comparative study. 138-141
  

• Wendy L. Cukier, Denise Shortt, Irene Devine:
  Gender and information technology: implications of definitions. 142-148